rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Chemistry Education and Contributions from History and Philosophy of Science
  name:
    name part: Niaz, Mansoor.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2016
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XX, 250 p. online resource.
  abstract: This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education. It discusses the need to present an image that reflects how chemistry developed and progresses. It proposes that chemistry should be taught the way it is practiced by chemists: as a human enterprise, at the interface of scientific practice and HPS. Finally, it sets out to convince teachers to go beyond the traditional classroom practice and explore new teaching strategies. The importance of HPS has been recognized for the science curriculum since the middle of the 20th century. The need for teaching chemistry within a historical context is not difficult to understand as HPS is not far below the surface in any science classroom. A review of the literature shows that the traditional chemistry classroom, curricula, and textbooks while dealing with concepts such as law, theory, model, explanation, hypothesis, observation, evidence and idealization, generally ignore elements of the history and philosophy of science. This book proposes that the conceptual understanding of chemistry requires knowledge and understanding of the history and philosophy of science. “Professor Niaz’s book is most welcome, coming at a time when there is an urgently felt need to upgrade the teaching of science. The book is a huge aid for adding to the usual way - presenting science as a series of mere facts -also the necessary mandate: to show how science is done, and how science, through its history and philosophy, is part of the cultural development of humanity.” Gerald Holton, Mallinckrodt Professor of Physics & Professor of History of Science, Harvard University “In this stimulating and sophisticated blend of history of chemistry, philosophy of science, and science pedagogy, Professor Mansoor Niaz has succeeded in offering a promising new approach to the teaching of fundamental ideas in chemistry. Historians and philosophers of …
  table of contents: Preface -- Acknowledgments -- Foreword -- Chapter 1 Introduction -- Chapter 2 Models, theories and laws in philosophy of science and science education -- Chapter 3 Nature of science in science education: An integrated view -- Chapter 4 Understanding atomic models in chemistry: Why do models change? -- Chapter 5 Understanding stoichiometry: Do scientific laws help in learning science? -- Chapter 6 Understanding valence bond and molecular orbital models: Contingency at work -- Chapter 7 An overview of research in chemistry education -- Chapter 8 Conclusions: From empiricism to historicism to naturalism and beyond -- References -- Appendices.
  note: by Mansoor Niaz.
  subject:
    topic: Education
  subject:
    topic: History
  subject:
    topic: Philosophy and science
  subject:
    topic: Science education
  subject:
    topic: Education
  subject:
    topic: Science Education
  subject:
    topic: History of Science
  subject:
    topic: Philosophy of Science
  classification: LC8-6691
  classification: 507.1
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Science: Philosophy, History and Education
  identifier: 9783319262482
  identifier: http://dx.doi.org/10.1007/978-3-319-26248-2
  record info:
    record creation date: 151223
    record change date: 20170610095418.0
    record identifier: 978-3-319-26248-2