Chemistry Education and Contributions from History and Philosophy of Science

ISBN-13: 9783319799155 / Angielski / Miękka / 2018 / 250 str.

Mansoor Niaz

Recenzje

"What is refreshing about this book by Niaz is the significant weight given to both philosophical and historical discussion as they relate to chemistry education. ... I have found this book a valuable resource to read and have made available for more in-depth chemistry topics with which I have to deal." (Kevin C. de Berg, Science & Education, August, 2016)

"The book consists of eight chapters, including an introduction, two theoretical chapters, four chapters dedicated to specific scientific topics, and a conclusion. ... I find this book well researched and an excellent guide to literature on historical cases for those who want to read about the cases and studies on their use in education. ... I will definitely use the book when preparing my own teaching." (Annette Lykknes, British Journal for the History of Science, Vol. 49 (3), 2016)

Spis treści

Preface.- Acknowledgments.- Foreword.- Chapter 1 Introduction.- Chapter 2 Models, theories and laws in philosophy of science and science education.- Chapter 3 Nature of science in science education: An integrated view.- Chapter 4 Understanding atomic models in chemistry: Why do models change?.- Chapter 5 Understanding stoichiometry: Do scientific laws help in learning science?.- Chapter 6 Understanding valence bond and molecular orbital models: Contingency at work.- Chapter 7 An overview of research in chemistry education.- Chapter 8 Conclusions: From empiricism to historicism to naturalism and beyond.- References.- Appendices.

O autorze

Mansoor Niaz is Professor of Science Education at the Universidad de Oriente, Venezuela. His research interests include the application of history, philosophy of science and cognitive psychology to science education. He has published over 150 articles in international refereed journals and 8 books in the last five years by international publishers.

Blurb

This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education. It discusses the need to present an image that reflects how chemistry developed and progresses. It proposes that chemistry should be taught the way it is practiced by chemists: as a human enterprise, at the interface of scientific practice and HPS. Finally, it sets out to convince teachers to go beyond the traditional classroom practice and explore new teaching strategies.

The importance of HPS has been recognized for the science curriculum since the middle of the 20^th century. The need for teaching chemistry within a historical context is not difficult to understand as HPS is not far below the surface in any science classroom. A review of the literature shows that the traditional chemistry classroom, curricula, and textbooks while dealing with concepts such as law, theory, model, explanation, hypothesis, observation, evidence and idealization, generally ignore elements of the history and philosophy of science. This book proposes that the conceptual understanding of chemistry requires knowledge and understanding of the history and philosophy of science.

“Professor Niaz’s book is most welcome, coming at a time when there is an urgently felt need to upgrade the teaching of science. The book is a huge aid for adding to the usual way - presenting science as a series of mere facts -also the necessary mandate: to show how science is done, and how science, through its history and philosophy, is part of the cultural development of humanity.”

Gerald Holton, Mallinckrodt Professor of Physics & Professor of History of Science, Harvard University

“In this stimulating and sophisticated blend of history of chemistry, philosophy of science, and science pedagogy, Professor Mansoor Niaz has succeeded in offering a promising new approach to the teaching of fundamental ideas in chemistry. Historians and philosophers of chemistry - and above all, chemistry teachers - will find this book full of valuable and highly usable new ideas”
Alan Rocke, Case Western Reserve University

“This book artfully connects chemistry and chemistry education to the human context in which chemical science is practiced and the historical and philosophical background that illuminates that practice. Mansoor Niaz deftly weaves together historical episodes in the quest for scientific knowledge with the psychology of learning and philosophical reflections on the nature of scientific knowledge and method. The result is a compelling case for historically and philosophically informed science education. Highly recommended!”
Harvey Siegel, University of Miami