Developing epistemologically empowered teachers: Examining the role of philosophy of chemistry in teacher education

Science and Education

Volumn 16, Issue 9-10, 2007, Pages 975-989

  Erduran, Sibel ^a   Bravo, Agustin Aduriz ^b   Naaman, Rachel Mamlok ^c  

^a UNIVERSITY OF BRISTOL   (United Kingdom)

^b UNIVERSIDAD DE BUENOS AIRES   (Argentina)

^c WEIZMANN INSTITUTE OF SCIENCE   (Israel)

Author keywords

Microscopic macroscopic relationship; Models; Philosophy of chemistry; Supervenience; Teacher education

Indexed keywords

EID: 34547163254     PISSN: 09267220     EISSN: 15731901     Source Type: Journal    
DOI: 10.1007/s11191-006-9072-4     Document Type: Article

References (70)

1. American Association for the Advancement of Science (1989) Science for all Americans, Project 2061, Oxford University Press, New York
2. Abimbola IO (1983) The relevance of the "new" philosophy of science for the science curriculum. Sch Sci Math 83(3):181-192
3. Adúriz-Bravo A (2004) Methodology and politics: a proposal to teach the structuring ideas of the philosophy of science through the pendulum. Sci Educ 13(7):717-731
4. Ben-Zvi. R, Eylon B, Silberstein J (1986) Is an atom of copper malleable? J Chem Educ 63:64-66
5. Ben-Zvi R, Mamlok-Naaman R (2000) Is there a link between curriculum content and students understanding of the concept of energy? In: Paper presented at the Annual Meeting of the National Association for Research in Science Education, New Orleans, LA
6. Bodner G, Domin D (2000) Mental models: the role of representations in problem solving in chemistry. Univ Chem Educ 4(1):24-30
7. Bhushan N, Rosenfeld S (1995) Metaphorical models in chemistry. J Chem Educ 72:578-582
8. Brickhouse N (1991) Teachers beliefs about the nature of science and their relationship to classroom practice. J Teach Educ 41(3):53-62
9. Carter S, Brickhouse N (1989) What makes chemistry difficult? J Chem Educ 66:223-225
10. Cobern W, Loving C (2003) In defense of realism: it really is commonsense. In: McComas W (ed) Proceedings of the Sixth IHPST Conference, CD-ROM, IHPST Group, Denver, 031
11. Driver R, Leach J, Millar R, Scott P (1996) Young peoples images of science. Open University Press, Buckingham
12. Duschl R (1990) Restructuring science education. The importance of theories and their development. Teachers College Press, New York
13. Erduran S (2000) Emergence and application of philosophy of chemistry in chemistry education Sch Sci Rev 81(297):85-87
14. Erduran S (2001) Philosophy of chemistry: an emerging field with implications for chemistry education. Sci Educ 10(6):581-593
15. Erduran S (2003) Examining the mismatch between pupil and teacher knowledge in acid-base chemistry. Sch Sci Rev 84(308):81-87
16. Erduran S (2005) Applying the philosophical concept of reduction to the chemistry of water: implications for chemical education. Sci Educ 14(2):161-171
17. Erduran S (in press) Breaking the law: promoting domain-specificity in science education in the context of arguing about the periodic law in chemistry. Found Chem
18. Erduran S, Duschl R (2004) Interdisciplinary characterizations of models and the nature of chemical knowledge in the classroom. Stud Sci Educ 40:111-144
19. Erduran S, Scerri E (2002) The nature of chemical knowledge and chemical education In: Gilbert J, de Jong O, Justi R, Treagust D, van Driel J (eds) Chemical education: towards research-based practice, Kluwer, Dordrecht, pp 7-27
20. Fried M (2001) Can mathematics education and history of mathematics coexist? Sci Educ 10(4):391-408
21. Gabel D (1996) The complexity of chemistry: research for teaching in the 21st century. In: Paper presented at the 1.4th International Conference on Chemical Education, Brisbane, Australia
22. Gallagher JJ (1991) Prospective and practicing secondary school science teachers knowledge and beliefs about the philosophy of science. Sci Educ 75(1):121-133
23. Giere R (1988) Explaining science. A Cognitive Approach. University of Minnesota Press, Minneapolis
24. Giere R (1999) Del realismo constructivo al realismo perspectivo, Enseñanza de las Ciencias extra issue, pp 9-13
25. Gil-Pérez D (1993) Contribución de la Historia y de la Filosofía de las Ciencias al Desarrollo de un Modelo de Enseñanza/Aprendizaje como Investigación. Enseñanza de las Ciencias 12(2):154-164
26. Gilbert J (1997) Models in science and science education. In: Gilbert J (ed) Exploring models and modelling in science and technology education: contributions from the mistre group. The University of Reading, Faculty of Education and Community Studies, Reading, pp 5-19
27. Gilbert J (1998) Explaining with models. In: Ratcliffe M (eds) ASE guide to secondary science education. Stanley Thornes, London
28. Gilbert JK, de Jong O, Justi R, Treagust DF, van Driel JH (eds) (2002) Chemical education: towards research-based practice. Kluwer, Dordrecht
29. Good R, Shymansky J (2001) Nature-of-science literacy in benchmarks and standards: port-modern/relativist or modern/realist? Sci Educ 10(1&2):173-185
30. Griffiths A, Preston K (1992) Grade-12 students misconceptions relating to fundamental characteristics of atoms and molecules. J Res Sci Teach 29:611-628
31. Harrison AG, Treagust DF (1996) Secondary students mental models of atoms and molecules: implications for teaching chemistry. Sci Educ 80(5):509-534
32. Harrison AG, Treagust DF (1998) Modelling in science lessons: are there better ways to learn with models?. Sch Sci Math 98:420-429
33. Harrison AG, Treagust DF (2000) Learning about atoms, molecules, and chemical bonds: a case study of multiple-model use in grade 11 chemistry. Sci Educ 84:352-381.
34. Hodson D (1988) Toward a philosophically more valid science curriculum. Sci Educ 72(1):19-40
35. Izquierdo M (2000) Fundamentos epistemológicos. In: Perales FJ, Cañal P (eds) Didáctica de las ciencias experimentales. Teoría y Práctica de la Enseñanza de las Ciencias, Marfil, Alcoy, pp 35-64
36. Izquierdo M, Adúriz-Bravo A (2003) Epistemological foundations of school science. Sci Educ 12(1):27-43
37. Jiménez Aleixandre MP (1996) Dubidar para Aprender. Edicións Xeráis, Vigo
38. Johnstone AH (1991) Why is science difficult to learn? Things are seldom what they seem. J Comput Assist Learn 7:75-83
39. Justi R, Gilbert J (2002) Models and modelling in chemical education. In: Gilbert JK, de Jong O, Justi R, Treagust DF, van Driel JH (eds), Chemical education: towards research-based practice. Kluwer, Dordrecht, pp 47-68
40. Lampert M (1990) When the problem is not the question and the solution is not the answer: mathematical knowing and teaching. Am Educ Res J 27(1):29-63
41. Leach J (2001) Epistemological perspectives in science education research. In: Psillos D (eds) Science education research in the knowledge based society, vol. I. Aristotle University, Thessaloniki, pp 13-15
42. Lederman N (1992) Students and teachers conceptions of the nature of science: a review of the research. J Res Sci Teach 29(4):331-359
43. Levy Nahum T, Hofstein A, Mamlok-Naaman R. Bar-Dov Z (2004) Can final examinations amplify students misconceptions in chemistry? Chem Educ Res Pract Europe 5(3):301-325
44. Loucks-Horsley S, Brooks JG, Carlson MO, Kuerbis PJ, Marsh DD, Padilla MJ (1990) Developing and supporting teachers for science education in the middle years. National Center for Improving Science Education, Andover, MA
45. Loucks-Horsley S, Hewson PW, Love N, Stiles KE (1998) Designing professional development for teachers of science and mathematics. Corwin Press, Thousand Oaks, CA
46. Lombardi O (1997) La Pertinencia de la Historia en la Enseñanza de Ciencias: argumentos y Contraargumentos. Enseñanza de las Ciencias 15(3):343-349
47. Matthews M (ed) (1991) History, philosophy and science teaching: selected readings. OISE Press, Toronto
48. Matthews M (1994) Science teaching: the role of history and philosophy of science. Routledge, New York
49. Matthews M (1997) James T. Robinsons Account of the philosophy of science and science teaching: some lessons for today from the 1960s. Sci Educ 81(3):295-315
50. Matthews M (2000) Time for science education: how teaching the history and philosophy of pendulum motion can contribute to science literacy. Plenum Publishers, New York
51. McComas W (ed) (1998) The nature of science in science education. rationales and strategies. Kluwer, Dordrecht
52. McRobbie C, Tobin K (1994) Restraints to reform: the congruence of teacher and student actions in a chemistry classroom. In: Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA
53. National Research Council (1996), National science education standards. National Academy Press, Washington
54. Papineau D (1993) Philosophical naturalism. Blackwell, Oxford
55. Robinson W (2003) Chemistry problem-solving: symbol, macro, micro, and process aspects. J Chem Educ 80:978-982
56. Scerri E (2003) Philosophical confusion in chemical education research. J Chem Educ 80(5):468-474
57. Scerri ER, McIntyre L (1997) The case for the philosophy of chemistry. Synthese 111:213-232
58. Schwab J (1962) The teaching of science as enquiry. In: Schwab J, Brandwein P (eds) The teaching of science. Harvard University Press, Cambridge, MA, pp 3-103
59. Seroglou F, Koumaras P (2001) The contribution of the history of physics in physics education: a review. Sci Educ 10(1&2):153-172
60. Shulman LS (1986) Those who understand: knowledge growth in teaching. Educ Res 15(2):4-14
61. Shulman LS (1987) Knowledge and teaching: foundations of the new reform. Harvard Educ Rev 57(1):1-22
62. Solomon J, Aikenhead G (eds) (1994): STS education: international perspectives on reform. Teachers College Press, New York
63. Taber KS (2002) Chemical misconceptions prevention, diagnosis and cure volume 1: theoretical background. Royal Society of Chemistry, London
64. Taber K, Coll R (2002) Bonding. In: Gilbert JK, de Jong O, Justi R, Treagust DF, van Driel JH (eds) Chemical education: towards research-based practice. Kluwer, Dordrecht, pp 213-234
65. Tobin K, Seiler G, Smith MW (1999) Educating science teachers for the sociocultural diversity of urban schools. Res Sci Educ 29(1):68-88
66. Tsaparlis G (1997) Atomic and molecular structure in chemical education: a critical analysis from various perspectives of science education. J Chem Educ 74:922-925
67. van Brakel J (2000) The philosophy of chemistry. University of Louvain Press, Louvain
68. van Driel JH (1998) Teachers knowledge about the nature of models and modelling in science. In: Paper presented at the Annual Meeting of the National Association for Research in Science Education, San Diego, CA
69. Wallace J, Louden W (2000) Dilemmas of science teaching: perspectives on problems of practice. Kluwer, Dordrecht
70. Woody A (1995) The explanatory power of our models: a philosophical analysis with some implications for science education. In: Finley F, Allchin D, Rhees D, Fifield S (eds) Proceedings of the third international history, philosophy, and science teaching conference, vol 2. University of Minnesota, Minneapolis, pp 1295-1304