LEADER 05607nam 22006135 450 001 9910255153803321 005 20200706095320.0 010 $a3-319-26248-3 024 7 $a10.1007/978-3-319-26248-2 035 $a(CKB)3780000000093900 035 $a(EBL)4201522 035 $a(SSID)ssj0001634718 035 $a(PQKBManifestationID)16386878 035 $a(PQKBTitleCode)TC0001634718 035 $a(PQKBWorkID)14950350 035 $a(PQKB)10398398 035 $a(DE-He213)978-3-319-26248-2 035 $a(MiAaPQ)EBC4201522 035 $a(EXLCZ)993780000000093900 100 $a20151223d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aChemistry Education and Contributions from History and Philosophy of Science /$fby Mansoor Niaz 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (263 p.) 225 1 $aScience: Philosophy, History and Education,$x2520-8594 300 $aDescription based upon print version of record. 311 $a3-319-26246-7 320 $aIncludes bibliographical references and index. 327 $aPreface -- 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. 330 $aThis 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. 410 0$aScience: Philosophy, History and Education,$x2520-8594 606 $aScience education 606 $aHistory 606 $aPhilosophy and science 606 $aScience Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O27000 606 $aHistory of Science$3https://scigraph.springernature.com/ontologies/product-market-codes/731000 606 $aPhilosophy of Science$3https://scigraph.springernature.com/ontologies/product-market-codes/E34000 615 0$aScience education. 615 0$aHistory. 615 0$aPhilosophy and science. 615 14$aScience Education. 615 24$aHistory of Science. 615 24$aPhilosophy of Science. 676 $a370 700 $aNiaz$b Mansoor$4aut$4http://id.loc.gov/vocabulary/relators/aut$0900718 906 $aBOOK 912 $a9910255153803321 996 $aChemistry Education and Contributions from History and Philosophy of Science$92518994 997 $aUNINA