01397nam 2200385Ia 450 99639687930331620210104171806.0(CKB)4940000000063752(EEBO)2240871823(OCoLC)ocn857312667e(OCoLC)857312667(EXLCZ)99494000000006375220130830d1679 uy platurbn||||a|bb|Pub. Ovidii Nasonis De tristibus libri V[electronic resource] Cum annotationibus minimè rejiciendisLondini Excudebat J.M[atlock] pro Societate Stationariorum1679[2], 94 pPrinter's name suggested by Wing (2nd ed., 1994).In verse.Title within ornamental border; printer's ornament on title page; initials; printed marginalia.Reproduction of original in: Balliol College (University of Oxford). Library.eebo-0007Elegiac poetry, LatinEarly works to 1800Borders (Type evidence)EnglandLondon17th century.rbtypPoems.rbgenrElegiac poetry, LatinOvid43 B.C.-17 A.D. or 18 A.D.154954Matlock JUMIUMIBOOK996396879303316Pub. Ovidii Nasonis de tristibus libri. V2320517UNISA01058nam0 22002651i 450 UON0003455720231205102116.93420020107d1867 |0itac50 bagerDE|||| 1||||Khumbu HimalErgebnisse des Forschungsunternehmens Nepal Himalayahrsg. von Walter HellmichBerlinSpringer-Verlag1967p. 353-448ill. cart.rip. in tasca26 cEstratto da : Band I, Liefg. 5, Munchen 1. Oktober 1967HIMALAYAGeografiaUONC011325FIDEHeidelbergUONL000174SI VIII ASUBCONT. INDIANO - GEOGRAFIAAHELLMICHWalterUONV022438646155ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00034557SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI SI VIII A 089 N SI G 1697 5 089 N Khumbu Himal1191616UNIOR05466nam 22006375 450 991025515380332120230810185031.09783319262482331926248310.1007/978-3-319-26248-2(CKB)3780000000093900(EBL)4201522(SSID)ssj0001634718(PQKBManifestationID)16386878(PQKBTitleCode)TC0001634718(PQKBWorkID)14950350(PQKB)10398398(DE-He213)978-3-319-26248-2(MiAaPQ)EBC4201522(EXLCZ)99378000000009390020151223d2016 u| 0engur|n|---|||||txtccrChemistry Education and Contributions from History and Philosophy of Science /by Mansoor Niaz1st ed. 2016.Cham :Springer International Publishing :Imprint: Springer,2016.1 online resource (263 p.)Science: Philosophy, History and Education,2520-8608Description based upon print version of record.9783319262468 3319262467 Includes bibliographical references and index.Preface -- Acknowledgments -- Foreword -- Chapter 1 Introduction -- Chapter 2 Models, theories and laws in philosophy of science and science education -- Chapter 3 Nature of science in science education: An integrated view -- Chapter 4 Understanding atomic models in chemistry: Why do models change? -- Chapter 5 Understanding stoichiometry: Do scientific laws help in learning science? -- Chapter 6 Understanding valence bond and molecular orbital models: Contingency at work -- Chapter 7 An overview of research in chemistry education -- Chapter 8 Conclusions: From empiricism to historicism to naturalism and beyond -- References -- Appendices.This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education. It discusses the need to present an image that reflects how chemistry developed and progresses. It proposes that chemistry should be taught the way it is practiced by chemists: as a human enterprise, at the interface of scientific practice and HPS. Finally, it sets out to convince teachers to go beyond the traditional classroom practice and explore new teaching strategies. The importance of HPS has been recognized for the science curriculum since the middle of the 20th century. The need for teaching chemistry within a historical context is not difficult to understand as HPS is not far below the surface in any science classroom. A review of the literature shows that the traditional chemistry classroom, curricula, and textbooks while dealing with concepts such as law, theory, model, explanation, hypothesis, observation, evidence and idealization, generally ignore elements of the history and philosophy of science. This book proposes that the conceptual understanding of chemistry requires knowledge and understanding of the history and philosophy of science. “Professor Niaz’s book is most welcome, coming at a time when there is an urgently felt need to upgrade the teaching of science. The book is a huge aid for adding to the usual way - presenting science as a series of mere facts -also the necessary mandate: to show how science is done, and how science, through its history and philosophy, is part of the cultural development of humanity.” Gerald Holton, Mallinckrodt Professor of Physics & Professor of History of Science, Harvard University “In this stimulating and sophisticated blend of history of chemistry, philosophy of science, and science pedagogy, Professor Mansoor Niaz has succeeded in offering a promising new approach to the teaching of fundamental ideas in chemistry. Historians and philosophers of chemistry - and above all, chemistry teachers - will find this book full of valuable and highly usable new ideas” Alan Rocke, Case Western Reserve University “This book artfully connects chemistry and chemistry education to the human context in which chemical science is practiced and the historical and philosophical background that illuminates that practice. Mansoor Niaz deftly weaves together historical episodes in the quest for scientific knowledge with the psychology of learning and philosophical reflections on the nature of scientific knowledge and method. The result is a compelling case for historically and philosophically informed science education. Highly recommended!” Harvey Siegel, University of Miami.Science: Philosophy, History and Education,2520-8608ScienceStudy and teachingScienceHistorySciencePhilosophyScience EducationHistory of SciencePhilosophy of ScienceScienceStudy and teaching.ScienceHistory.SciencePhilosophy.Science Education.History of Science.Philosophy of Science.370Niaz Mansoorauthttp://id.loc.gov/vocabulary/relators/aut900718BOOK9910255153803321Chemistry Education and Contributions from History and Philosophy of Science2518994UNINA