ERIC Number: ED392645
Record Type: RIE
Publication Date: 1995-Apr
Science or Pseudoscience: Does Science Education Demarcate? The Case of Chemistry and Alchemy in Teaching.
Themes from history and philosophy of chemistry have traditionally been absent in chemistry education. This paper targets the problem of demarcationism within the context of chemistry and alchemy. In so doing, it argues that demarcationism can be an appropriate base for bringing the historical and philosophical aspects of the discipline of chemistry into the learning environment. Demarcation criteria can guide structured knowledge with respect to demarcationism and inform science instruction in guarding against proliferation of pseudoscientific conceptions. It is recommended that these criteria are not taught as such but rather that learning environments provide opportunities for their manifestation and examination. Contains 30 references. (Author)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April, 1995).