Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions

Erduran, Sibel; Muğaloğlu, Ebru Z.

doi:10.1007/978-94-007-7654-8_10

Cited by 11 publications

(23 citation statements)

References 87 publications

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“…As a consequence, there is a focus on the construction of molecular models, the nature of bonding, and the energetics of the interactions in chemical reactions—somewhat different from the macroscopic or nuclear focus of physics and different again in that models in chemistry are a feature of core epistemic importance. Indeed as a discipline, chemistry is dominated by the use of models (Erduran & Mugaloglu, ; Habraken et al, ). Whereas the major achievement of physics might be seen as the achievement of universal laws or inductive generalizations, in what sense can the patterns in the periodic table be considered laws?…”

Section: The Next Generation Science Standardsmentioning

confidence: 99%

Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning

2018

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In this article, we argue for a new rationale for the science curriculum that is more coherent and more useful than the crosscutting concepts of the Next Generation Science Standards (NGSS). In an effort to provide both clarity and justification for the science curriculum, we contend that a framework based on the idea that there are six styles of scientific reasoning will better guide teachers, curriculum designers, and assessment developers. While the NGSS set out to articulate the learning outcomes of the science curriculum as a set of performance expectations within three major scientific disciplines, we argue that the crosscutting concepts have no scholarly basis for what the sciences have in common. The consequence is that the NGSS make no case for the over-arching importance of specific performance expectations, include cross cutting concepts inconsistently across different grades, and provide no rationale for each standard. In contrast, we argue that the framework of styles of scientific reasoning does offer a coherent curriculum framework for the science curriculum from grades K through 12, a justification for each performance expectation, and a vision of how each standard might support the development of scientific reasoning. Implications for curriculum designers and educators are discussed. K E Y W O R D S argument, coherence, curriculum models, scientific reasoning J Res Sci Teach. 2018;1-20. wileyonlinelibrary.com/journal/tea V C 2018 Wiley Periodicals, Inc. | 1

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Section: The Next Generation Science Standardsmentioning

confidence: 99%

Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning

2018

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“…In contrast to countries where philosophy is compulsory in prehigher education, it is possible to be a chemist without formally learning or doing philosophy in the UK. Indeed, education in the philosophy of science rarely features explicitly in chemistry education at secondary or tertiary level (Erduran & Mugaloglu, 2014;Höttecke & Silva, 2011). While some scientists question the utility of philosophy to their discipline (cf.…”

Section: Philosophy In Chemistry Educationmentioning

confidence: 99%

Building capabilities in chemistry education: happiness and discomfort through philosophical dialogue in chemistry

Dunlop

Hodgson

Stubbs

2020

Chem. Educ. Res. Pract.

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Much attention is given to student satisfaction in higher education, driven in the UK by accountability mechanisms such as the National Student Survey (NSS) and the Teaching Excellence Framework (TEF). However satisfaction is both limited and limiting, depending on students’ expectations and often associated with the avoidance of difficulty and discomfort. A more appropriate outcome for higher education is well-being and ability to flourish. This paper identifies a gap in undergraduate chemistry education. Talking Chemistry created an extracurricular space for undergraduate chemistry students to build capabilities to flourish through philosophical dialogue about chemistry. It involved 25 undergraduates over one academic year (2018–2019). Drawing on ethnographic observations, questionnaires and in-depth semi-structured individual interviews, we argue that philosophical dialogue in undergraduate chemistry studies opens up opportunities for discomfort that can contribute to students’ capabilities to achieve happiness and well-being by challenging students to think about their subject in new ways. Philosophical dialogue is a missing component of chemistry education, and we present a model for introducing it into higher education.

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“…Practical experiments/demonstrations, models, and modeling are considered central in chemistry teaching as theyform part of chemistry epistemology and philosophy (Erduran & Mugaloglu, 2014). Furthermore, practical experiments/demonstrations serve one or more of the purpose of proving a theory, principle, or natural law, ascertain some claims made or introduce a new concept to learners (Harman, Cokelez, Dal, & Alper, 2016).…”

Section: Theoretical Framework and Related Literature Reviewmentioning

confidence: 99%

“…The abstract nature of chemistry concepts makes it of the utmost importance to assist learners in generating mental models of the scientific concept(s). Facilitation in teaching chemistry remains contentious while emanating from the general problems of chemistry that range from the philosophy of chemistry, supervenience, and chemistry as a language (Erduran & Mugaloglu, 2014). Osamwonyi (2016) and Wilson and Peterson (2006) argued that lack of in-service training of educators and educators' resistance to change from the old style of teaching and application of appropriate educational theories are among major problems in teaching.…”

Section: Theoretical Framework and Related Literature Reviewmentioning

confidence: 99%

Teaching of Chemical Equilibrium at Further Education and Training Band: Problems and Prospects

Marumure¹

2020

UCER-A

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Chemical equilibrium, a school topic, where learners manifest many misconceptions. The manifestation of misconceptions is considered as a reason for exploring problems and prospects of teaching chemical equilibrium. An exploratory survey, descriptive in nature was conducted in the Thohoyandou cluster of schools in the Vhembe district of the Limpopo province. Forty educators responded to questionnaires while five "well experienced" educators and two subject advisors were interviewed. The study showed educators' deficiency in subject content knowledge and pedagogical skills to address abstract concepts. Conceptually incorrect, inappropriate, or irrelevant practical experiments, demonstrations, and analogies are used in teaching chemical equilibrium concepts formed part of the findings. Systematic professional development on subject content matter and pedagogical skills are recommended.

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Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions

Cited by 11 publications

References 87 publications

Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning

Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning

Building capabilities in chemistry education: happiness and discomfort through philosophical dialogue in chemistry

Teaching of Chemical Equilibrium at Further Education and Training Band: Problems and Prospects

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