For Humanization and Historicism: How Well University Students Know and What They Think About Chemical Eponyms

Abstract

Chemical eponyms possess important didactic and axiological potential that can be utilized for implementation of the principles of humanization and historicism manifested in national educational standards. This study focused on students’ knowledge and views of eponyms in the light of history of science. 22 general chemistry students of Belarusian State University, 131 students of general and 119 students of organic chemistry of University of Oregon, all different majors, were surveyed on their knowledge and views of eponyms using a 24-item online questionnaire. Mann-Whitney coefficients were calculated to establish significant differences and Pearson chi-square test was applied to find correlations. It was found that students’ knowledge and views of eponyms are defined mostly by major: students majoring in teaching chemistry showed higher knowledge and expressed more positive views of eponyms than those majoring in non-teaching, non-chemistry and especially non-science. Other factors include students’ learning experience and study intensiveness. While didactic potential of eponyms is utilized anyway, utilization of their axiological potential depends on instructor’s willingness and mastery and should not be exaggerated as vehicles for the principles of humanization and historicism. Keywords: chemical education, chemical eponym, named reaction, humanization, historicism, history of science.

Mendeleev’s Portrayal and Mendeleevian Eponyms in Chemical Education: Sic Transit Gloria Mundi

“…In recent years, attempts have been made to explain the linguistic stability and longevity of eponyms, drawing parallels from chemistry (Slabin, 2017b(Slabin, , 2022. The significance of eponyms in chemical education has been underscored, with a particular emphasis on the principles of historicism and humanism, which are often enshrined in educational policies across many nations (Slabin & Krasitski, 2017). Furthermore, investigations into college students' knowledge of eponyms and their attitudes toward them have been conducted (Slabin, 2017a(Slabin, , 2019b(Slabin, , 2019c, revealing that while knowledge of these terms is often non-reflexive, attitudes toward them tend to be uncertain.…”

“…Like other eponyms, Mendeleevian are valuable for science education in terms of humanization (Slabin & Krasitski, 2017). Unveiling the history of Mendeleev table figuratively invites a company of purposeful, intelligent, and inquisitive people to the classroom: Meyer, Döbereiner, Newlands, Moseley, Rutherford, etc.…”

Should Eponyms Be Kept? Emphatic Yes

“…Happily, results of research in chemical and medical education show that students retain and often prefer eponyms for alternative descriptors. Sometimes students perceive eponyms without much reflection, sometimes being unaware of alternative descriptors (Slabin & Krasitski, 2017;Slabin, 2017aSlabin, , 2019bZheng & Gold, 2020)-but in every case, students do show their appreciation. These results are important because they originate not just from maps and texts-they come from those whom these eponyms are intended for-from students the tomorrow's specialists.…”

Eponyms in Laboratory Equipment

“…Původ slov ozřejmuje etymologie, podobor lingvistiky. Ta své uplatnění nachází i v chemii, kde řada odborných názvů vychází z řečtiny, latiny, případně arabštiny 6 , a proto znalost původu či historie daného odborného pojmenování významně usnadňuje i pochopení kontextu, ve kterém se vyskytuje, což má i významný didaktický dopad při výuce chemie 7,8 . Z tohoto důvodu jsou sestavovány i odborné etymologické slovníky, jejichž původ sahá až ke slavným Etymologiae, které sepsal sv.…”