Abstract
This chapter provides an overview of research in various topics in chemistry curricula, based on a history and philosophy of science perspective (HPS). Six criteria, based on HPS framework, were developed for analyzing the kinetic molecular theory of gases in general chemistry textbooks published in the USA. The same criteria were used to analyze general chemistry textbooks published in Turkey. Textbooks published in both countries do not provide a satisfactory description of the following aspects: the inconsistent nature of Maxwell’s research program, the kinetic theory and chemical thermodynamics as rival research programs, and the difference between algorithmic/computational and conceptual problems.
Seven criteria, based on HPS framework, were developed for analyzing the periodic table of chemical elements in general chemistry textbooks published in the USA. These criteria were based on a historical reconstruction of the topic (domain-specific), and the same criteria were used to analyze high school chemistry textbooks published in Brazil. Similar to the textbooks published in the USA, the Brazilian textbooks did fairly well on the first two criteria that dealt with the empirical aspects of accommodation and prediction. None of the Brazilian textbooks provided a satisfactory description of criteria related to predictions, explanation of periodicity, and the nature of Mendeleev’s contribution, again quite similar to US textbooks. A teaching strategy to improve precisely these aspects related to the HPS of the periodic table was designed for introductory university-level students in Venezuela. Results obtained revealed that students’ understanding of these aspects improved considerably after the teaching intervention.
A historical reconstruction of the origin of the covalent bond shows that when it was first proposed, it posed considerable conceptual difficulties even for scientists. Four criteria were developed to analyze general chemistry textbooks published in the USA. The same criteria were used to analyze general chemistry textbooks published in Turkey, and none of the textbooks described satisfactorily neither the role played by Lewis’s cubic atom nor that the covalent bond model (sharing of electrons) had to compete with the ionic bond model (transfer of electrons). Similar results were found for textbooks published in the USA.
Determination of the elementary electrical charge is an important part of the science curriculum in many parts of the world. Based on a historical reconstruction (domain-specific), six criteria were developed for evaluating the oil drop experiment in general chemistry textbooks published in the USA and Turkey. The presentations of this topic in textbooks in both countries are quite similar, and none of them referred to the Millikan–Ehrenhaft controversy. Another study revealed that teaching about the experiment in the laboratory continues to be difficult even with a modern apparatus.
Explanation of osmotic pressure is an important part of electrolyte solution chemistry and has been the subject of considerable controversy. Hydrationists explained the increase in osmotic pressure by an increase in the number of free water molecules that are bounded to the salt. Ionists explained the same phenomenon due to the enhanced dissociation of the salt in water. It has been suggested that this topic can facilitate a debate in the classroom based on the views of the hydrationists and the ionists.
The photoelectric effect is generally the starting point for introducing quantum theory. Based on a historical reconstruction (domain-specific), six criteria were developed for analyzing general physics and chemistry textbooks published in the USA. Presentations of both sets of textbooks are quite similar, and the majority of them ignored one of the most important aspects, namely, that R. Millikan used the Einstein equation to determine the value of Planck’s constant and still rejected the underlying theory. Similarly, this aspect is ignored in laboratory manuals. A teaching strategy based on the historical aspects showed that discussions in the classroom could help students to improve their understanding.
Most textbooks introduce the concept of wave–particle duality by posing the question: if light can have both wave and particle properties, then why do particles of matter cannot also have both properties? Based on a historical reconstruction (domain-specific), six criteria were developed for analyzing general chemistry textbooks published in the USA. In general, the textbooks ignored how the concept of wave–particle duality originated and its controversial nature. Another study has suggested that the historical background of wave–particle duality can facilitate chemistry teachers’ pedagogical content knowledge.
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Niaz, M. (2016). An Overview of Research in Chemistry Education. In: Chemistry Education and Contributions from History and Philosophy of Science. Science: Philosophy, History and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-26248-2_7
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