Philosophy of chemistry in university chemical education: The case of models and modelling
If chemistry is to be taught successfully, teachers must have a good subject matter knowledge (SK) of the ideas with which they are dealing, the nature of this falling within the orbit of philosophy of chemistry. They must also have a good pedagogic content knowledge (PCK), the ability to communicat...
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| Published in | Foundations of chemistry Vol. 4; no. 3; pp. 213 - 240 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Nature B.V
01.10.2002
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1386-4238 1572-8463 |
| DOI | 10.1023/A:1020608215725 |
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| Abstract | If chemistry is to be taught successfully, teachers must have a good subject matter knowledge (SK) of the ideas with which they are dealing, the nature of this falling within the orbit of philosophy of chemistry. They must also have a good pedagogic content knowledge (PCK), the ability to communicate SK to students, the nature of this falling within the philosophy and psychology of chemical education. Taking the case of models and modelling, important themes in the philosophy of chemistry, an interview-based study was conducted into the SK and PCK of a sample of teachers in Brazil. This paper focuses on the results of the university chemistry teacher sub-sample in that enquiry, analyses their SK and PCK, and speculates on the implications of this for the education of school teachers. Finally, it suggests approaches to the professional development of university chemistry teachers that place an emphasis on the philosophy of chemistry. |
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| AbstractList | If chemistry is to be taught successfully, teachers must have a good subject matter knowledge (SK) of the ideas with which they are dealing, the nature of this falling within the orbit of philosophy of chemistry. They must also have a good pedagogic content knowledge (PCK), the ability to communicate SK to students, the nature of this falling within the philosophy and psychology of chemical education. Taking the case of models and modelling, important themes in the philosophy of chemistry, an interview-based study was conducted into the SK and PCK of a sample of teachers in Brazil. This paper focuses on the results of the university chemistry teacher sub-sample in that enquiry, analyses their SK and PCK, and speculates on the implications of this for the education of school teachers. Finally, it suggests approaches to the professional development of university chemistry teachers that place an emphasis on the philosophy of chemistry. |
| Author | Gilbert, John K. Justi, Rosária S. |
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| Cites_doi | 10.1007/978-3-642-69365-6 10.1080/09500690110110142 10.5840/pra1981715 10.1080/00033799400200161 10.1080/0950069980200106 10.1002/sce.3730790305 10.1023/A:1008645714002 10.1017/CBO9780511660108.003 10.17763/haer.57.1.j463w79r56455411 10.1080/0950069920140506 10.1016/0166-1280(88)80128-3 10.1080/0950069960180206 10.1007/978-94-010-0876-1_1 10.1007/978-1-4615-4813-3_2 10.1007/978-94-011-0495-1 10.1023/A:1009931623309 |
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| References_xml | – volume-title: Chemistry, Quantum Mechanics and Reductionism year: 1983 ident: 5089967_CR15 doi: 10.1007/978-3-642-69365-6 – volume: 24 start-page: 369 issue: 4 year: 2002 ident: 5089967_CR11 publication-title: International Journal of Science Education doi: 10.1080/09500690110110142 – ident: 5089967_CR23 doi: 10.5840/pra1981715 – volume: 51 start-page: 137 year: 1994 ident: 5089967_CR18 publication-title: Annals of Science doi: 10.1080/00033799400200161 – volume: 20 start-page: 83 issue: 1 year: 1998 ident: 5089967_CR6 publication-title: International Journal of Science Education doi: 10.1080/0950069980200106 – volume: 79 start-page: 295 year: 1985 ident: 5089967_CR2 publication-title: Science Education doi: 10.1002/sce.3730790305 – volume: 8 start-page: 287 issue: 2 year: 1999 ident: 5089967_CR10 publication-title: Science and Education doi: 10.1023/A:1008645714002 – start-page: 10 volume-title: Models as Mediators year: 1999 ident: 5089967_CR14 doi: 10.1017/CBO9780511660108.003 – start-page: 160 volume-title: Philosphy of Science Association year: 1994 ident: 5089967_CR17 – volume: 57 start-page: 1 issue: 1 year: 1987 ident: 5089967_CR20 publication-title: Harvard Educational Review doi: 10.17763/haer.57.1.j463w79r56455411 – volume: 14 start-page: 541 issue: 5 year: 1992 ident: 5089967_CR9 publication-title: International Journal of Science Education doi: 10.1080/0950069920140506 – ident: 5089967_CR19 – volume: 179 start-page: 273 year: 1988 ident: 5089967_CR21 publication-title: Journal of Molecular Structure doi: 10.1016/0166-1280(88)80128-3 – volume: 18 start-page: 213 issue: 2 year: 1996 ident: 5089967_CR22 publication-title: International Journal of Science Education doi: 10.1080/0950069960180206 – start-page: 3 volume-title: Developing Models in Science Education year: 2000 ident: 5089967_CR7 doi: 10.1007/978-94-010-0876-1_1 – ident: 5089967_CR4 – ident: 5089967_CR13 – ident: 5089967_CR5 – start-page: 23 volume-title: Model-Based Reasoning in Scientific Discovery year: 1999 ident: 5089967_CR1 doi: 10.1007/978-1-4615-4813-3_2 – volume: 6 start-page: 3 issue: 1 year: 2000 ident: 5089967_CR3 publication-title: HYLE-An International Journal of the Philosophy of Chemistry – volume-title: Authentic Science Education: Knowing and Learning in Open-Inquiry Science Laboratories year: 1995 ident: 5089967_CR16 doi: 10.1007/978-94-011-0495-1 – volume: 1 start-page: 65 year: 1999 ident: 5089967_CR8 publication-title: Foundations of Chemistry doi: 10.1023/A:1009931623309 – ident: 5089967_CR12 |
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| Title | Philosophy of chemistry in university chemical education: The case of models and modelling |
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