Single Catalyst Particle Diagnostics

Solsona, Miguel

doi:10.3990/1.9789036547604

Cited by 1 publication

(1 citation statement)

References 92 publications

(258 reference statements)

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“…This idea of Science teaching with a cit izenship and value orientation, enables to permanently review different theoretical frameworks for interpreting scientific phenomena that today we are explained by current theories, which continue evolving rapidly. This perspective also enables us to understand the relat ionship between the science and the culture of a specific time, analysing their influence on the development and consolidation of a society which shares certain values that are systematically redefined [18][19][20][21]. To provide a rational, reasonable and consistent answer, the hypothesis that we sustain is that the historical, controversial and polemic orig in of the main chemistry theories, the creation process and development of the main concepts and scientific methodologies as a result of a collective work and a hu man construction, in which there are intrigues, tensions and distinctions, and the analysis of the complex relat ionship science -technologysociety -communication (STSC) throughout history, with the imp licat ions of transformation of the social processes and coexistence that it has generated in general for the scientific co mmun ity must be shown in the classroom [22].…”

Section: What History Of Chemistry Must Teachers Know and Teach?mentioning

confidence: 99%

The Importance of the History of Chemistry in School Education. Analysis of pre-service Teacher’s Conceptions and Development of Teaching Materials

Cuellar¹,

Quintanilla²,

Marzábal³

2012

EDU

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To recognise the importance of integrating metascientific discip lines in the teacher's thought is one of the aspects addressed for science education reasearchers. In this study we analyse different thought factors of a group of pre-service teachers in relation to the educational implications of including the history of chemistry in their teaching sequences. Through a progressive work we identify the concordances and discrepancies between their theoretical conceptions and the development of teaching materials of a sample of pre-service teachers. We've found evidences that despite the high recognition of the educational value of including the h istory of science, students have few resources to generate new proposals, either because of deficiencies in their training and the lack of materials of reference and non-traditional sources.

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Section: What History Of Chemistry Must Teachers Know and Teach?mentioning

confidence: 99%