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Volumn 62, Issue 3, 2008, Pages 259-269

A quantum chemical dialogue mediated by textbooks: Pauling's The nature of the chemical bond and Coulson's Valence

Author keywords

C. A. Coulson; Chemistry; History; Linus Pauling; Quantum; Textbooks

Indexed keywords


EID: 48749118157     PISSN: 00359149     EISSN: 17430178     Source Type: Journal    
DOI: 10.1098/rsnr.2007.0051     Document Type: Review
Times cited : (8)

References (62)
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    • Antonio Garcia Belmar, José Rámon Bertomeu-Sánchez, Manolis Patiniotis and Anders Lundgren (eds), Textbooks in the scientific periphery (special issue of Science and Education, vol. 15 (7-8), pp. 657-880 (2006)).
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    • Mara Beller, Quantum dialogue. The making of a revolution (University of Chicago Press, 1999). In this book the author explores the potential of what she calls a 'dialogical historiography', in which science is viewed as a result of the ways in which scientists respond to and address each other, and scientific theorizing is endowed with a multidirectional dialogical nature. In this article I follow Beller's call for a dialogical historiography while changing from the context of discovery to the so-called context of pedagogy.
    • Mara Beller, Quantum dialogue. The making of a revolution (University of Chicago Press, 1999). In this book the author explores the potential of what she calls a 'dialogical historiography', in which science is viewed as a result of the ways in which scientists respond to and address each other, and scientific theorizing is endowed with a multidirectional dialogical nature. In this article I follow Beller's call for a dialogical historiography while changing from the context of discovery to the so-called context of pedagogy.
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    • In this paper I take science first and foremost as an act of communication, be it at the production or at the circulation level, while challenging the distinction between the production of science and its various contexts of communication, which involve the publication of textbooks among its many instances. On the circulation of knowledge, see James Secord, Knowledge in transit, Isis 95, 654-672 2004
    • In this paper I take science first and foremost as an act of communication, be it at the production or at the circulation level, while challenging the distinction between the production of science and its various contexts of communication, which involve the publication of textbooks among its many instances. On the circulation of knowledge, see James Secord, 'Knowledge in transit', Isis 95, 654-672 (2004).
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    • In the Introduction to the Communicating chemistry (Lundgren and Bensaude-Vincent, op. cit. (note 2)), J. H. Brooke mentions, 'for Hoffman and Lazlo the conversation reifies the idea; it selects in the mind of the researcher one possibility of many, it is the first existential act in science. All the stronger because the talk is free', on p. 1.
    • In the Introduction to the volume Communicating chemistry (Lundgren and Bensaude-Vincent, op. cit. (note 2)), J. H. Brooke mentions, 'for Hoffman and Lazlo "the conversation reifies the idea; it selects in the mind of the researcher one possibility of many, it is the first existential act in science. All the stronger because the talk is free"', on p. 1.
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    • (this publication resulted from a bound book of lecture notes distributed to students and published as Linus Pauling, General chemistry (California Institute of Technology, Pasadena, 1941));
    • (this publication resulted from a bound book of lecture notes distributed to students and published as Linus Pauling, General chemistry (California Institute of Technology, Pasadena, 1941));
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    • Mary Jo Nye, 'From student to teacher: Linus Pauling and the reformulation of the principles of chemistry in the 1930s', in Lundgren and Bensaude-Vincent, op. cit. (note 2), pp. 397-414;
    • Mary Jo Nye, 'From student to teacher: Linus Pauling and the reformulation of the principles of chemistry in the 1930s', in Lundgren and Bensaude-Vincent, op. cit. (note 2), pp. 397-414;
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    • See Buhm Soon Park, 'In the context of pedagogy: teaching strategy and theory change in chemistry', in Kaiser, op. cit. (note 2), pp. 287-319.
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    • CP, Ms Coulson 155, G.16.3, Letter Coulson to Pauling, 1 August 1951. Nevertheless, on 12 May 1952 Pauling wrote to Coulson that he was still eagerly waiting to receive a copy of the book.
    • CP, Ms Coulson 155, G.16.3, Letter Coulson to Pauling, 1 August 1951. Nevertheless, on 12 May 1952 Pauling wrote to Coulson that he was still eagerly waiting to receive a copy of the book.
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    • Ibid., at pp. 219-220.
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    • republished in Barbara Marinacci (ed.), Linus Pauling in his own words, pp. 107-111 (Simon & Schuster, New York, 1995).
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    • Riddell Memorial Lectures, Oxford University Press, at p
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.