Teaching the Philosophical Interpretations of Quantum Mechanics and Quantum Chemistry Through Controversies     

Andoni Garritz 《Science & Education》2013,22(7):1787-1807

This study has the key premise of teaching history and philosophy of physical sciences to illustrate how controversies and rivalries among scientists play a key role in the progress of science and why scientific development is not only founded on the accumulation of experimental data. The author is a defender of teachers who consider philosophical, historical and socio-scientific issues. In particular, the disputes can be used in science teaching to promote students awareness of the “historicity” of science and to facilitate the understanding of scientific progress beyond that of inductive generalizations. The establishment of a theory is accompanied with philosophical interpretations all the way. The author will try to show that it gives excellent results in teaching and learning to bring to the foreground the complexity that surrounds the development of ideas in science, illustrating how controversies, presuppositions, contradictions and inconsistencies find a place in the work of scientists and philosophers alike. In this sense, the case of quantum mechanics and quantum chemistry is very solid because it is historically full of controversies among their heads: Einstein, Bohr, De Broglie, Heisenberg, Schrödinger, Born, Lewis, Langmuir, Bader, Hoffmann and Pauling, at least.  相似文献   

Incommensurability and Multiple Models: Representations of the Structure of Matter in Undergraduate Chemistry Students     

Fernando Flores-Camacho  Leticia Gallegos-Cázares  Andoni Garritz  Alejandra García-Franco 《Science & Education》2007,16(7-8):775-800

The notion of incommensurability has provided a rationality criterion for the development of scientific theories, as well as some insight into theories developed by students while learning science. However, the relationship between the multiple models held by students and incommensurability requires further discussion. We present the results of empirical work that investigated the multiple models of the structure of the matter held by university students and we analyze these results using the notion of incommensurability. We also point out implications in the construction of students’ scientific models as they move forward in their careers.  相似文献   

Pedagogical Content Knowledge of Inquiry： An Instrument to Assess It and Its Application to High School In-Service Science Teachers     

Juana Silvia  Espinosa-Bueno Diana  Veronica  Labastida-Pina Kira  Padilla-Martinez Andoni  Garritz 《美中教育评论》2011,(5):599-614

It is argued that the lack of consensus on what constitutes an inquiry-based approach makes the generalization about it difficult, because the concept is relatively unspecific and vague. This problem can partially be solved by constructing a set of activities promoted by inquiry, thus defining the inquiry objectives for classroom and laboratory teaching. Five high school and college Mexican teachers＇ PICK （pedagogical inquiry/content knowledge） was documented and assessed by means of Loughran, Mulhall and Berry＇s （2004） l-CoRe （inquiry content representation） developed by the authors through a proposal of a set of seven inquiry activities. They were also interviewed to construct the professional and pedagogical experience repertoires, a second tool by Loughran et al. （2004） to document PICK. It was observed that all teachers interviewed have used inquiry to modify their students＇ way of thinking, mainly through question posing. Some of them employed research as their main tool to promote scientific inquiry but others mentioned the lack of time to do it. It is interesting to notice that in spite of the fact that inquiry is out of the curriculum in M6xico, the teachers make use of it to improve their teaching practice. According to their answers, their actions in the classroom or the lab were classified within the three general approaches expressed by Lederman （2004）： implicit, historical and explicit. It is concluded that a given teacher cannot be classified exclusively in one of them, because in his/her activities one general approach overlaps the others. The authors conclude that Lederman＇s classification has to be taken into account as an orientation to characterize a given activity of one teacher, even though the same teacher may use another activity characterized by other general approach. That is, Lederman＇s classification applies to characterize activities, not persons  相似文献