The Nature of Chemical Knowledge and Chemical Education

Abstract

ConclusionsIn this chapter we have argued that chemistry education needs to be reconceptualised to incorporate salient themes from the emerging field of philosophy of chemistry. We have outlined an example framework for the application of philosophy of chemistry in chemistry education. In particular we have presented reduction, explanation, laws and supervenience as critical themes that provide the foundation for philosophy of chemistry, and have suggested some implications for theories of learning, curriculum design and teacher education. In so doing, we have indicated that future efforts in the inclusion of HPS in science education will need to take domain-specificity of disciplinary knowledge more seriously. The application of philosophy of chemistry in chemistry education has the potential to make Schwab’s foreseen recommendations for effective science teaching a reality.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 67 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.