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Berntsen, Madelene Losvik; Vik, Camilla Berge; Lykknes, Annette – Science & Education, 2023
The French natural philosopher Henri Victor Regnault (1810-1878) was one of many researchers who contributed to the development of the thermometer in the 19th century. In this paper, we use an example from Regnault's work to explore how the history of thermometry can provide a context for teaching upper-secondary chemistry students about the…
Descriptors: Secondary School Science, Science Instruction, Teaching Methods, Science History
Wei, Bing; Jiang, Zhimeng; Gai, Lichun – Science & Education, 2022
Practical work is a distinctive feature of school science and has close associations with scientific experiment and scientific methods as well. In this study, the nature of practical work was examined in the view of the diversity of scientific methods. Based on an analytical framework derived from Brandon's matrix consisting of four categories of…
Descriptors: Science Instruction, Textbook Evaluation, Biology, Chemistry
Saritas, Davut; Özcan, Hasan; Adúriz-Bravo, Agustín – Science & Education, 2021
The aim of this article is to propose a didactical approach to establish appropriate relations between different kinds of chemical knowledge and explanations at the macro and the submicro level. Incorrectly moving between these two levels is regarded as the cause of many misconceptions in school chemistry, and several theoretical frameworks have…
Descriptors: Chemistry, Science Instruction, Misconceptions, Philosophy
Quílez, Juan – Science & Education, 2021
This study discusses how textbook educational approaches concerning Le Châtelier's principle (LCP) may hinder student comprehension and prediction of chemical equilibrium disturbances. Firstly, after summarising students' LCP erroneous assertions/explanations, a categorisation of the potential barriers that may originate student misunderstandings…
Descriptors: Chemistry, Barriers, Science Instruction, Textbooks
Jiménez-Liso, Maria Rut; López-Banet, Luisa; Dillon, Justin – Science & Education, 2020
We propose explicit and implicit approaches for the teaching of acid-base chemistry based on research into the history and nature of science (NoS). To support these instructional proposals, we identify four rationales for students to understand acid-base processes: daily life, socio-scientific, curriculum, and history of science. The extensive…
Descriptors: Chemistry, Science Instruction, Teaching Methods, Scientific Concepts
Orduña Picón, Raúl; Sevian, Hannah; Mortimer, Eduardo F. – Science & Education, 2020
Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students' daily life and canonical ideas developed in classrooms. A powerful tool to address learning, pedagogical, and research challenges is the conceptual profile theory. According to this theory, people employ various ways of…
Descriptors: Chemistry, Science Education, Scientific Concepts, Science Activities
Landa, Ilse; Westbroek, Hanna; Janssen, Fred; van Muijlwijk, Jacqueline; Meeter, Martijn – Science & Education, 2020
The importance of learning "chemical ways of thinking" is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific…
Descriptors: Science Instruction, Chemistry, Scientific Concepts, Concept Formation
Flynn, Simon; Hardman, Mark – Science & Education, 2019
In recent years, researchers within science education have started to consider the impact of narrative upon teaching and learning in science. This article investigates the possibilities of interactive fiction as a means by which students can be provided with feedback on their understanding in science, and explores the mechanisms which might allow…
Descriptors: Science Instruction, Teaching Methods, Fiction, Books
Tümay, Halil – Science & Education, 2016
Philosophical debates about chemistry have clarified that the issue of emergence plays a critical role in the epistemology and ontology of chemistry. In this article, it is argued that the issue of emergence has also significant implications for understanding learning difficulties and finding ways of addressing them in chemistry. Particularly, it…
Descriptors: Chemistry, Science Instruction, Undergraduate Students, Scientific Concepts
Tolvanen, Simo; Jansson, Jan; Vesterinen, Veli-Matti; Aksela, Maija – Science & Education, 2014
Successful implementation of historical approach to teach nature of science (NOS) requires suitable curriculum material. Several research and development projects have produced lesson plans for science teachers. 25 lesson plans from four different projects involved in creating curriculum material utilizing historical approach in chemistry…
Descriptors: Chemistry, Teaching Methods, Educational Practices, Educational Strategies
Talanquer, Vicente – Science & Education, 2013
Studies of the philosophy of chemistry over the past 15 years suggest that chemistry is a hybrid science which mixes scientific pursuits with technological applications. Dominant universal characterizations of the nature of science thus fail to capture the essence of the discipline. The central goal of this position paper is to encourage…
Descriptors: Chemistry, Educational Quality, Science Education, Science Curriculum
Laszlo, Pierre – Science & Education, 2013
This paper presents views on the teaching of chemistry and directions for its further development. A detailed critical analysis is offered for the inadequacy of much of the current teaching, weighed that it is by a conventional, traditional and, as it turns out, rather outdated sense of the material to be covered. The ambient meta-discourse on the…
Descriptors: Science Instruction, Chemistry, Teaching Methods, Scientific Concepts
Newman, Micah – Science & Education, 2013
In learning chemistry at the entry level, many learners labor under misconceptions about the subject matter that are so fundamental that they are typically never addressed. A fundamental misconception in chemistry appears to arise from an adding of existing phenomenal concepts to newly-acquired chemical concepts, so that beginning learners think…
Descriptors: Science Education, Chemistry, Misconceptions, Scientific Concepts
Thalos, Mariam – Science & Education, 2013
Chemistry possesses a distinctive theoretical lens--a distinctive set of theoretical concerns regarding the dynamics and transformations of a perplexing variety of organic and nonorganic substances--to which it must be faithful. Even if it is true that chemical facts bear a special (reductive) relationship to physical facts, nonetheless it will…
Descriptors: Science Instruction, Chemistry, Teaching Methods, Theories
Garritz, Andoni – Science & Education, 2013
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…
Descriptors: Science Instruction, Quantum Mechanics, Chemistry, Science History
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