How are the concepts and theories of acid-base reactions presented? Chemistry in textbooks and as presented by teachers

International Journal of Science Education

Volumn 27, Issue 11, 2005, Pages 1337-1358

  Furió Más, Carlos ^a   Calatayud, María Luisa ^a,b   Guisasola, Jenaro ^c   Furió Gómez, Cristina ^a  

^a UNIVERSITY OF VALENCIA   (Spain)

^b I B Sorolla   (Spain)

^c UNIVERSITY OF THE BASQUE COUNTRY UPV EHU   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27744578512     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/09500690500102896     Document Type: Article

References (45)

1. Ausubel, D. P. (1968). Educational psychology. A cognitive view. New York: Holt, Rineheart and Winston.
2. Bell, B. F. (1998). Teacher development in science education. In B. Fraser & K. G. Tobin (Eds.) International Handbook on Science Education. Dordrecht: Kluwer Academic Publishers.
3. Bell, B. F., & Pearson, J. (1992). Better learning. International Journal of Science Education, 14(3), 349-361.
4. Chang, R. (1994). Chemistry, 5th edn. Boston, MA: McGraw-Hill.
5. Christen, H. R. (1967). Chemie. Aarau: Verlag H.R. Sauerländer Co.
6. Crawford, E. (1996). From ionic theory to the Greenhouse Effect. Canton, MA: Ed Science History Publication.
7. De Vos, W., & Pilot, A. (2001). Acids and bases in layers: The stractal structure of an ancient topic. Journal of Chemical Education, 78(4), 494-499.
8. Désautels, J. R., & Larochelle, M. (1998). About the epistemological posture of science teachers. In A. Tiberghien, L. Jossem & J. Barojas (Eds.) Connecting research in physics education with teacher education. Retrieved from http://www.physics.ohio-state.edu/ ~jossem/ICPE/TOC.htm.
9. Duschl, R., & Gitomer, D. (1991). Epistemological perspectives on conceptual change: Implication for educational practice. Journal of Research in Science Teaching, 28(9), 839-858.
10. Eichinger, D. C., Abell, S. K., & Dagher, Z. R. (1997). Developing a graduate level science education course on the nature of science. Science & Education, 6, 417-429.
11. Fernández, E. I. (2000). Análisis de las concepciones docentes sobre la actividad cientifica. Una propuesta de transformación. Doctoral thesis, Universitat de València, Spain.
12. Fernández, I., Gil, D., Carrascosa, J., Cachapuz, A., & Praia, J. (2002a). Visiones deformadas de la ciencia transmitidas por la enseñanza: Una revisión bibliográfica, Enseñanza de las Ciencias, 20(3), 477-488.
13. Fernández, I., Gil, D., Vilches, A., Valdés, P., Cachapuz, A., Praia, J., & Salinas, J. (2002b). La superación de las visiones deformadas de la Ciencia y la Tecnología: Un requisito esencial para la renovación de la educación científica. La Habana: Editorial Pueblo y Educación.
14. Fraser B., & Tobin, K.G. (Eds.). (1998). International Handbook on Science Education. Dordrecht: Kluwer Academic Publishers.
15. Furió, C. (1994). Tendencias actuales en la formación del profesorado de ciencias. Enseñanza de las Ciencias, 12(2), 188-199.
16. Gabel, D. L. (Ed.). (1994). Handbook of Research on Science Teaching and Learning. New York: National Science Teachers Association.
17. Giere, R. N. (1988). Explaining science. A cognitive approach. Chicago: The University of Chicago Press.
18. Gil-Pérez, D. (1996). New trends in science education. International Journal of Science Education, 18(8), 889-901.
19. Gil-Pérez, D., Vilches, A., Fernández, I., Cachapuz, A., Praia, J., Valdés, P., & Salinas, J. (2005). Technology as a 'applied science': A serious misconception that reinforces distorted and impoverished views of science. Science & Education 14 (3, 4, 5).
20. Guilbert, L., & Meloche, D. (1993). L'idée de la science chez des enseignants en formation: un lien entre l'histoire des sciences et l'hétérogénéité des visions? [In service teachers' idea of science: the relationship between the history of science and the heterogeneity of views?]. Didaskalia, 2, 7-30.
21. Harrison, A. W., & Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026.
22. Hewson, P. W., Kerby, H. W., & Cook, P. A. (1995). Determining the conceptions of teaching science held by experience hihg school science teachers, Journal of Research in Science Teaching, 32(5), 503-520.
23. Hodson, D. (1996). Practical work in school science: Exploring some directions for change, International Journal of Science Education, 18(7), 755-760.
24. Jensen, W. B. (1998). Logic, history, and the chemistry textbook. I. Does chemistry have a logical structure? Journal of Chemical Education, 75(6), 679-687.
25. Justi, R., & Gilbert, J. K. (2000). History and philosophy of science through models: Some challenges in the case of 'the atom'. International Journal of Science Education, 22(9), 993-1009.
26. Johnstone, A. H. (1993). The development of chemistry teaching. Journal of Chemical Education, 70, 701-703.
27. Kalali, F. (1998). Quelles conceptions de la motivation ont les enseignants de biologie? [What conceptions of motivation do teachers of Biology have?]. Aster, 26, 59-83.
28. Kotz, J. C., & Treichel, J. P. (1996). Chemistry Chemical Reactivity, 3rd edn. San Francisco: Saunders College Publishing.
29. Kuhn, T. S. (1971). La estructura de las revoluciones científicas [The Structure of Scientific Revolutions]. México: Fondo de Cultura Económica.
30. Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359.
31. Lyons, L. L., Freitag, P. K., & Hewson, P. W. (1997). Dichotomy in thinking. Dilemma in actions: Researcher and teacher perspectives on a chemistry teaching practice. Journal of Research in Science Teaching, 34(3), 239-254.
32. Mahan, B. H. (1968) University Chemistry, Bilingua. Buenos Aires: Addison-Wesley Publishing Company.
33. Martinez, A., & Garau, S. (1975). Quimica COU. Madrid: Ed. Bruño.
34. Masterton, W. L., Slowinski E. J., & Stanitski, C.L. (1987). Chemical Principles, 6th edn. San Francisco, CA: CBS College Publishing.
35. McComas, W. F., McClough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W.F. McComas (Ed.) The nature of science in education. Rationales and strategies (pp. 3-39). Dordrecht: Kluwer Academic Publisher.
36. Partington, J. R. (1964). A history of chemistry. London: Macmillan.
37. Praia, J., & Cachapuz, A. F. (1994). Un análisis de las concepciones acerca de la naturaleza del conocimiento científico de los profesores portugueses de la enseñanza secundaria [An analysis of Portuguese secondary school science teachers' conceptions of the nature of scientific knowledge]. Enseñanza de las Ciencias, 12(3), 350-354.
38. Schmidt, H. D. (1991). A label as a hidden persuader: Chemists neutralization concept. International Journal of Science Education, 13(4), 137-144.
39. Solbes, J., & Vilches, A. (1997). STS interactions and the teaching of physics and chemistry. Science Education, 81(4), 377-386.
40. Stake, R. E., & Easley, J. A., Jr. (1978). Case studies in science education. Urbana, IL: University of Illinois, Centre for Instructional Research and Curriculum Evaluation.
41. Stinner, A. (1992). Science textbooks and science teaching: From logic to evidence. Science Education, 76(1), 1-16.
42. Sutton, C. (1998). New perspectives on language in science. In B. Fraser, & K. G. Tobin (Eds.) International Handbook on Science Education. Dordrecht: Kluwer Academic Publisher.
43. Tobin, K. G., & Espinet, M. (1989). Impediments to change: Applications of coaching in high school science teaching. Journal of Research in Science Teaching, 26(2), 105-120.
44. Tobin, K. G., Tippings, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.) Handbook of research on science teaching and learning. New York: National Science Teachers Association.
45. Zoller, U. (1990). Students' misunderstanding and misconceptions in college freshman chemistry (general and inorganic). Journal of Research in Science Teaching, 27(10), 1053-1065.