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1.
Traditional applications of history and philosophy of science in chemistry education have concentrated on the teaching and learning of history of chemistry. In this paper, the recent emergence of philosophy of chemistry as a distinct field is reported. The implications of this new domain for chemistry education are explored in the context of chemical models. Trends in the treatment of models in chemistry education highlights the need for reconceptualizing the teaching and learning of chemistry to embrace chemical epistemology, a potential contribution by philosophy of chemistry. 相似文献
2.
It is suggested that the contribution of history and philosophy of science (HPS) to science education can be enhanced through a consideration of scientific models which are relevant to major sectors of the curriculum. The possibilities for so doing are considered through the discussion of six assertions. A way of characterizing such models, based on the work of Lakatos (1970, 1978), is outlined and applied to a typically important sector, that of the nature of the atom. An analysis of the way that the curriculum for 14-16 year olds and typical textbooks in Brazil and the UK treat historical models of the atom is given. The use of 'hybrid' models was identified in those treatments. Hybrid models, by their very nature as composites drawn from several distinct historical models, do not allow the history and philosophy of science to make a full contribution to science education. They do this by denying the role of distinct models in the history of science and of the role of progression between these models in the philosophy of science. The consequences for the teaching of science of an appropriate treatment of historical models are outlined. 相似文献
3.
The goal of this article is threefold: First, the theoretical background for a model-based framework of argumentation to describe
and evaluate argumentative processes in science education is presented. Based on the general model-based perspective in cognitive
science and the philosophy of science, it is proposed to understand arguments as reasons for the appropriateness of a theoretical
model which explains a certain phenomenon. Argumentation is considered to be the process of the critical evaluation of such
a model if necessary in relation to alternative models. Secondly, some methodological details are exemplified for the use
of a model-based analysis in the concrete classroom context. Third, the application of the approach in comparison with other
analytical models will be presented to demonstrate the explicatory power and depth of the model-based perspective. Primarily,
the framework of Toulmin to structurally analyse arguments is contrasted with the approach presented here. It will be demonstrated
how common methodological and theoretical problems in the context of Toulmin’s framework can be overcome through a model-based
perspective. Additionally, a second more complex argumentative sequence will also be analysed according to the invented analytical
scheme to give a broader impression of its potential in practical use. 相似文献
4.
John Lamont 《Science & Education》2009,18(6-7):861-884
The paper examines the fortunes of Aristotelian metaphysics in science and the philosophy of science. It considers the Enlightenment claim that such a metaphysics is fundamentally unscientific, and that its abandonment was essential to the scientific revolution. The history of the scientific revolution and the metaphysical debates involved in it is examined, and it is argued that the eclipse of Aristotelian views was neither complete, nor merited. The evolution of Humeian and positivist accounts of science is described, and it is shown how the severe problems with these accounts, together with a revival of Aristotelian concepts in philosophy, have led to the rebirth of broadly Aristotelian accounts of the metaphysics underlying science. 相似文献
5.
History and philosophy of science have been widely promoted in science teacher education for several decades. However the application of themes from philosophy of science in science teacher education has been rather broad and not particular relative to the domain-specific features of the science in question. The purpose of this paper is to investigate how the new field of philosophy of chemistry can contribute to science teacher education. Since the beginning of the 1990s, philosophy of chemistry has emerged as a relatively new branch of philosophy of science examining the distinctive nature of chemical knowledge. Some implications of this domain in chemical education have been investigated although the research territory in this area remains underdeveloped. The paper is intended to contribute to this area of research by focusing on a particular theme, the microscopic/macroscopic relationship (or the so-called ‘supervenience’ problem) in the context of models and modelling. Literature review of students’ and teachers’ understanding of models and modelling in chemistry highlights the importance of incorporating the epistemological aspects of related chemical concepts. The implications for teacher education are discussed. 相似文献
6.
Recent research in science education has recognized the importance of history and philosophy of science. This study has the following objectives:(a) To show how the importance of history of chemistry has been recognized in theclassroom, starting from the 1920s to the present; (b) How criteria based on history andphilosophy of science can be used to evaluate presentation of atomic structure in generalchemistry textbooks; (c) Comparison of the new (1970–1992) and old textbooks (1929–1967)with respect to the presentation of atomic structure. Results obtained show thatmost of the new and old textbooks not only ignore the history and philosophy of sciencebut also present experimental findings as a `rhetoric of conclusions'. It isconcluded that such presentations are not conducive towards a better understanding of scientificprogress. It is suggested that history and philosophy of science can be introduced in theclassroom not necessarily through formal courses in the history of chemistry or commentsand anecdotes, but rather by incorporating the `heuristic principles' that guided thescientists to elaborate their theories. 相似文献
7.
Mansoor Niaz 《科学教学研究杂志》2000,37(5):480-508
Research in science education has recognized the importance of history and philosophy of science. Given this perspective, it is important to analyze how general chemistry textbooks interpret Millikan's oil drop experiment. This study has the following objectives: (a) elaboration of a history and philosophy of science framework based on a rational reconstruction of experimental observations that led to the Millikan–Ehrenhaft controversy; (b) formulation of six criteria based on the framework, which could be useful in the evaluation of chemistry textbooks; and (c) evaluation of 31 chemistry textbooks based on the criteria. Results obtained showed that most textbooks lacked a history and philosophy of science framework and did not deal adequately with the following aspects. (a) The Millikan–Ehrenhaft controversy can open a new window for students, demonstrating how two well‐trained scientists can interpret the same set of data in two different ways. (b) Millikan's perseverance with his guiding assumption shows how scientists can overcome difficulties with anomalous data. (c) Millikan's methodology illustrates what modern philosophers of science consider important issues of falsification, confirmation, and suspension of disbelief. (d) The experiment is difficult to perform even today, owing to the incidence of a series of variables. (e) Millikan's major contribution consists of discovering the experiment to provide confirmation for the elementary electrical charge. © 2000 John Wiley & Sons, Inc. J Res Sci Teach, 37: 480–508, 2000. 相似文献
8.
Michael R. Matthews 《Research in Science Education》1989,19(1):187-197
There are encouraging signs that the history and philosophy of science are becoming more important in the teaching of science
and in the preparation of science teachers. This tendency is supported here by looking at the widespread treatment of Galileo's
account of pendulum motion in science texts and classrooms, indicating that it is a less than adequate account of the historical
facts, and suggesting that the teaching of this commonplace topic can be considerably enhanced if science teachers have some
familiarity with basic research in the history and philosophy of science. 相似文献
9.
Research in science education has recognized the importance of history and philosophy of science. Given this perspective, the study was designed to develop a framework for examining the way in which chemistry textbooks describe the kinetic theory and related issues. The framework was developed by a rational reconstruction of the kinetic molecular theory of gases based primarily on the interpretations of Maxwell and Boltzmann, by historians and philosophers of science. Another aspect of the framework was based on an analysis of freshman chemistry students' performance on gas problems that required the use of algorithms or conceptual understanding. Subsequently, 22 textbooks were evaluated using a framework consisting of six criteria. Results obtained showed that most textbooks lacked a history and philosophy of science framework and did not deal adequately with the following aspects: (1) Postulates of the kinetic theory were speculative and played the role of simplifying assumptions, considered to be the rule in science rather than being the exceptions; (2) Based on these simplifying assumptions, the theorists built a series of tentative models that progressively incorporated the behavior of real gases; (3) Similar to other research programs in the history of science, Maxwell's was based on inconsistent foundations; (4) Development of the kinetic theory had to compete with chemical thermodynamics, a rival research program; (5) Maxwell and Boltzmann facilitated our understanding of gas behavior beyond the observable hydrodynamical laws, by explaining the internal properties (e.g., molecular collisions). 相似文献
10.
The implications of history and philosophy of chemistry are explored in the context of chemical models. Models and modeling provide the context through which epistemological aspects of chemistry can be promoted. In this work, the development of ideas and models about acids and bases (with emphasis on the Arrhenius, the Brønsted–Lowry, and the Lewis models) are presented. In addition, misconceptions (alternative and instructional ones) on acid-base (ionic) equilibria are examined from the history and philosophy of science perspective. The relation between the development of the models and students misconceptions are investigated. Finally, the hypothesis that history and philosophy could help educators anticipate students misconceptions is examined. 相似文献
11.
The Nature of Science in Science Education: An Introduction 总被引：10，自引：4，他引：6
12.
Dr. Michael R. Matthews 《Research in Science Education》1992,22(1):299-307
The paper outlines the significant influence of constructivism in contemporary science and mathematics education, and emphasises
the central role that epistemology plays in constructivist theory and practice. It is claimed that despite the anti-empiricism
of much constructivist writing, in most forms its epistemology is nevertheless firmly empiricist. In particular it is subject-centered
and experience-based. It is argued that its relativist, if not skeptical conclusions, only follow given these empiricist assumptions.
Further it is suggested that such assumptions belong to Aristotelian science, and were effectively overthrown with the modern
science of Galileo and Newton. Thus constructivism cannot provide understanding of post-Aristotelian science.
Specializations: history, philosophy and science teaching. 相似文献
13.
E. W. Jenkins 《International Journal of Science Education》2013,35(6):613-623
Concern to incorporate historical and philosophical insights within school science curricula is an international phenomenon. Whatever the intrinsic merits of these insights, it is suggested that any willingness on the part of science educators to enter into a rapprochement with scholars in the history, philosophy and sociology (HPS) of science stems mainly from the perceived shortcomings of contemporary school science curricula. Some of the difficulties of incorporating HPS within school science are reviewed and it is argued that, together with broader questions about the role of science in society, historical, philosophical and sociological insights point towards a radical reappraisal of school science education. The article suggests three ways in which such education might respond to some recent work in the history, philosophy and sociology of science. 相似文献
14.
This paper draws attention to basic philosophical perspectives which are of theoretical and methodological interest for science education, general education and curriculum research. It focuses on potential contributions philosophy class can offer if philosophy education opens up for science and for a collaboration of teachers in the context of post-compulsory education. A central educational goal is to connect basic philosophical skills with any curricular intellectual practice. This implies the possibility of crossing disciplinary boundaries. Hence, the present paper questions the disciplinary rigidity of education and aims at bridging the artificial gap between teaching philosophy and teaching science in order to enrich the individual school subjects involved. Towards this end, this article sketches out a conceptual framework for the issue of interdisciplinarity with regard to philosophy and science in upper secondary school. This framework takes into account aspects of the nature of science (NOS), history and philosophy of science (HPS) and the critical thinking approach which have significant implications for teaching. It aims to facilitate a basic understanding of the significant positive impact philosophy could have on improving scientific literacy as well as decision-making in general. I set forth methods of cross-curricular teaching which can promote innovation in education as interdisciplinarity already does in research since there is growing appreciation of collaboration and partnership between philosophy and science.
相似文献15.
Mansoor Niaz 《Science & Education》2009,18(1):43-65
The objective of this study is to facilitate progressive transitions in chemistry teachers understanding of nature of science in the context of historical controversies. Selected controversies referred to episodes that form part of the chemistry curriculum both at secondary and university freshman level. The study is based on 17 in-service teachers who had registered for an 11-week course on ‘Investigation in the teaching of chemistry’ as part of their Master’s degree program. The course is based on 17 readings drawing on a history and philosophy of science perspective with special reference to controversial episodes in the chemistry curriculum. Course activities included written reports, class room discussions based on participants’ presentations, and written exams. Based on the results obtained it is suggested that this study facilitated the following progressive transitions in teachers’ understanding of nature of science: (a) Problematic nature of the scientific method, objectivity and the empirical basis of science; (b) Myths associated with respect to the nature of science and teaching chemistry; (c) Science does not develop by appealing to objectivity in an absolute sense, as creativity and presuppositions also play a crucial role; (d) The role of speculation and controversy in the construction of knowledge based on episodes from the chemistry curriculum; (e) How did Bohr confirm his postulates? This goes beyond the treatment in most textbooks; (f) Differentiation between the idealized scientific law and the observations. It is concluded that given the opportunity to reflect, discuss and participate in a series of course activities based on various controversial episodes, teachers’ understanding of nature of science can be enhanced. 相似文献
16.
Maybe the most difficult aspect of thinking about chemistry arises from the fact that chemistry isn’t an homogeneous subject. As a central science, it draws on a range of philosophical perspectives which in turn can result in different cognitive, learning and teaching styles in chemical education. This idea, apparently non-controversial, needs to be validated by more research. Without assuming this constitutive pluralism, describing it, and determining it, it becomes difficult to think of curricular goals and content. Thus, if we intend to improve the teaching of chemistry it is necessary, first, to assume explicitly this constitutive pluralism, then to map it in order to find the guiding principles: first for the mind (thought process), then for the curriculum and finally for the teaching, in such a way that it is as close as possible to the chemical way of operating and thinking. This is the aim of this paper. It reports the authors’ experiences in drafting structural ideas and planning for the subject “didactic of chemistry” based on the philosophy of chemistry at the University of Porto in Portugal. 相似文献
17.
18.
论熵理论对大学英语教学的启示 总被引：3，自引：0，他引：3
熊丽君 《湖南师范大学教育科学学报》2006,5(6):124-126
熵是很精确地测量混乱的单位。熵理论不仅用于自然学科方面如：物理学、化学、生物学、医学、农学、工程技术、激光等，还用于社会科学方面如：历史、哲学、教育、经济以及神学。近年来，也有学者将熵理论用在外语教学方面，但不多见。基于熵理论，从混乱度、熵增原理和信息熵等角度探讨大学英语教学，试图说明大学英语难学、大学英语难教等问题。 相似文献
19.
A Reconstruction of Structure of the Atom and Its Implications for General Physics Textbooks: A History and Philosophy of Science Perspective 总被引：1，自引：0，他引：1
Recent research in science education has recognized the importance of history and philosophy of science. The objective of this study is to evaluate the presentation of the Thomson, Rutherford, and Bohr models of the atom in general physics textbooks based on criteria derived from history and philosophy of science. Forty-one general physics textbooks (all published in the United States) were evaluated on two criteria based on Thomson's work, three on Rutherford's work, and three on Bohr's work. Results obtained show that general physics textbooks do not systematically include a history and philosophy of science perspective. Most textbooks present an inductivist perspective in which experimental details are considered to be paramount. On the contrary, a historical reconstruction of the experimental details inevitably includes: the context in which an experiment is conducted, the theoretical framework that guides the scientist, and alternative interpretations of data that lead to conflicts and controversies. Examples are provided to show how historical reconstructions of atomic models can provide students an opportunity to appreciate how scientists work and science progresses. It is plausible to suggest that textbook presentations based on a history and philosophy of science perspective can perhaps arouse students' interest in the subject and hence lead to greater conceptual understanding. 相似文献
20.
杨群艳 《黄冈职业技术学院学报》2009,11(1):76-78
熵是物理学中的一个重要概念,熵理论不仅用于自然科学方面如：物理学、化学、生物学等,还用于社会科学方面如历史、哲学、教育、经济学。本文从熵的概念入手,从信息熵、负熵的角度探讨了熵理论在大学英语教学中的应用,试为大学英语教学注入新的观念和动力。 相似文献