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: Reconstruction of Wave-Particle Duality and its Implications for General Chemistry Textbooks
  name:
    name part: Niaz, Mansoor.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Marcano, Cecilia.
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2012
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: VIII, 46 p. online resource.
  abstract: It goes without saying that atomic structure, including its dual wave-particle nature, cannot be demonstrated in the classroom. Thus, for most science teachers, especially those in physics and chemistry, the textbook is their key resource and their students’ core source of information. Science education historiography recognizes the role played by the history and philosophy of science in developing the content of our textbooks, and with this in mind, the authors analyze more than 120 general chemistry textbooks published in the USA, based on criteria derived from a historical reconstruction of wave-particle duality. They come to some revealing conclusions, including the fact that very few textbooks discussed issues such as the suggestion, by both Einstein and de Broglie, and before conclusive experimental evidence was available, that wave-particle duality existed. Other large-scale omissions included de Broglie’s prescription for observing this duality, and the importance of the Davisson-Germer experiments, as well as the struggle to interpret the experimental data they were collecting. Also untouched was the background to the role played by Schrödinger in developing de Broglie’s ideas. The authors argue that rectifying these deficiencies will arouse students’ curiosity by giving them the opportunity to engage creatively with the content of science curricula. They also assert that it isn’t just the experimental data in science that matters, but the theoretical insights and unwonted inspirations, too. In addition, the controversies and discrepancies in the theoretical and experimental record are key drivers in understanding the development of science as we know it today.
  table of contents: Introduction: A Brief Review of Textbook Analyses based on a History and Philosoph of Science Perspective -- Historical Reconstruction of Wave-Particle Duality -- Criteria for Evaluation of General Chemistry Textbooks -- Evaluation of General Chemistry Textbooks: Results and Discussion -- Conclusions and Educational Implications -- References -- Appendix A List of General Chemistry Textbooks Analyzed in this Study (n=128) -- Appendix B Reliability of Evaluation of General Chemistry Textbooks based on Inter-Rater Agreement.
  note: by Mansoor Niaz, Cecilia Marcano.
  subject:
    topic: Education
  subject:
    topic: History
  subject:
    topic: Philosophy and science
  subject:
    topic: Science education
  subject:
    topic: Teaching
  subject:
    topic: Education
  subject:
    topic: Science Education
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: Learning & Instruction
  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: SpringerBriefs in Education
  identifier: 9789400743960
  identifier: http://dx.doi.org/10.1007/978-94-007-4396-0
  record info:
    record creation date: 120425
    record change date: 20151110193120.0
    record identifier: 978-94-007-4396-0