Abstract
To those of us who are sold on history, it may seem non-controversial to suggest that the learning and teaching of chemistry should give cognisance to the historical development of the subject. However, this suggestion is proving controversial amongst some in the chemistry profession. For example, in the October 2010 edition of Chemistry in Australia, Rami Ibo takes issue with the emphasis on the history of science in the HSC chemistry curriculum (Year 12) in New South Wales. He studied chemistry, physics and biology for his HSC in NSW and concluded that, because the primary focus of these three sciences was History of Science, ‘There was hardly any content that challenged our minds, and calculations barely involved plugging in numbers into an equation…. We were required to recall Antoine Lavoisier’s experiments that led to the theories of acids and bases… while my friends in Lebanon were studying ideal gas laws, chemical kinetics, acids and bases, organic chemistry, soaps and detergents, medicinal chemistry and new materials’ (Ibo, Chemistry in Australia 77(9): 5, 2010). What does the literature have to say in response to such arguments? Does the presence of the history of chemistry in a curriculum necessarily reduce important content and problem-solving skills?
A study of the literature suggests at least three reasons for persisting with aspects of the history of chemistry in the learning and teaching of chemistry.
-
1.
The fact that student conceptions sometimes recapitulate early ideas found in the history of chemistry is seen as offering teachers a means of a deeper understanding of student ideas with the potential for more positive learning outcomes.
-
2.
Conceptual clarity is more easily achieved within an historical context. Often conceptual usefulness is pursued at the expense of conceptual depth (de Berg, Conceptual Depth and Conceptual Usefulness in Chemistry: Issues and Challenges for Chemistry Educators. In I. V. Eriksson (Ed.), Science Education in the 21st Century (pp. 165–182). New York: Nova Science Publishers, 2008a).
-
3.
The history of chemistry directly gives us some idea of the epistemological status of chemistry within science and knowledge in general and therefore gives a student access to aspects of the Nature of Science.
This review chapter also examines different ways the history of chemistry has been incorporated into chemistry curricula and looks at the purported advantages, disadvantages and limitations of such attempts. Some directions for future research in this area are included in the chapter.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abd-El-Khalick, F. (1998). The influence of History of Science courses on students’ conceptions of the nature of science. Unpublished doctoral dissertation, Oregon State University, Oregon, USA.
Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The Impact of a philosophy of science course on pre-service science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15–42.
Abd-El-Khalick, F. & Lederman, N.G. (2000). The Influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095.
Andersson, B. (1990). Pupils’ conceptions of matter and its transformation. Studies in Science Education, 18, 53–85.
Atkins, P. & de Paula, J. (2010). Atkins’ Physical Chemistry (9th edition). Oxford: Oxford University Press.
Barariski, A. (2012). The Atomic Mass Unit, the Avogadro Constant, and the Mole: A Way to Understanding. Journal of Chemical Education, 89(1), 97–102.
Benfey, T. (2007). Book Review: Mendeleev on the Periodic Law: Selected Writings 1869–1905 (William Jensen ed.). Journal of Chemical Education, 84(8), 1279.
Bertomeu-Sanchez, J.R.B. & Garcia-Belmar, A.G. (2006). Pedro Gutierrez Buenos Textbooks: Audiences, Teaching Practices and the Chemical Revolution. Science & Education, 15(7–8), 693–712.
Boulabiar, A., Bouraoui, K., Chastrette, M. & Abderrabba, M. (2004). A Historical Analysis of the Daniell Cell and Electrochemistry Teaching in French and Tunisian Textbooks. Journal of Chemical Education, 81(5), 754.
Brito, A., Rodriguez, M.A. & Niaz, M. (2005). A reconstruction of development of the periodic table based on history and philosophy of science and its implications for general chemistry textbooks. Journal of Research in Science Teaching, 42(1), 84–111.
Byers, K. & Bourgoin, M. (Eds.). (1998). Encylopedia of World Biography ( 2nd edition). Detroit, Michigan: Gale Group.
Campbell, J. (1999). Rutherford, Scientist Supreme. Christchurch, New Zealand: AAS Publications.
Carroll, F.A. & Seeman, J.I. (2001). Placing Science into Its Human Context: Using Scientific Autobiography to Teach Chemistry. Journal of Chemical Education, 78(12), 1618–1622.
Cavendish, H. (1785). Experiments on Air. Philosophical Transactions of the Royal Society of London, 74, 372–384.
Chalmers, A. (1998). Retracing the Ancient Steps to Atomic Theory. Science & Education, 7(1), 69–84.
Clark, R.W. (2001). The Physics Teacher: Faraday as a Lecturer. Journal of Chemical Education, 78(4), 449.
Clausius, R. (1857). On the Nature of the Motion which we call Heat. Annalen, 50, 108–127.
Clericuzio, A. (2006). Teaching Chemistry and Chemical Textbooks in France from Beguin to Lemery. Science & Education, 15(2–4), 335–355.
Clough, M. (2009). Humanizing Science to Improve Post-Secondary Science Education. Paper presented at the 10th IHPST Conference, June 24–28, University of Notre Dame, USA.
Coffey, P. (2008). Cathedrals of Science. Oxford: Oxford University Press.
Conant, J.B. (1951). On Understanding Science: An Historical Approach. New York: New American Library.
Cotignola, M., Bordogna, C., Punte, G. & Cappinnini, O.M. (2002). Difficulties in learning thermodynamic concepts: Are they linked to the Historical Development of this Field. Science & Education, 11(3), 279–291.
Crawford, E. (1996). Arrhenius: From Ionic Theory to the Greenhouse Effect. Canton, MA: Science History Publications.
Davenport, D.A. (2002). Major Additions to the Linus Pauling Canon. Journal of Chemical Education, 79(8), 946.
David, C.W. (2006). Boltzmann without Lagrange. Journal of Chemical Education, 83(11), 1695.
de Berg, K.C. (1989). The Emergence of Quantification in the Pressure-Volume Relationship for Gases: A Textbook Analysis. Science Education, 73(2), 115–134.
de Berg, K.C. (1995). Revisiting the Pressure-Volume Law in History-What can it Teach us about the Emergence of Mathematical Relationships in Science? Science & Education, 4(1), 47–64.
de Berg, K.C. (1997a). The Development of the Concept of Work: A Case where History can inform Pedagogy. Science & Education, 6(5), 511–527.
de Berg, K.C. (1997b). Student Responses to a Pedagogical History of the Pressure-Volume Law. In I. Winchester (Ed.), Toward Scientific Literacy-Proceedings of the 4th IHPST Conference (pp. 178–187). University of Calgary.
de Berg, K.C. (2003). The Development of the Theory of Electrolytic Dissociation. Science & Education, 12(4), 397–419.
de Berg, K.C. (2004). The Development and Use of a Pedagogical History for a key Chemical Idea-The case of ions in solution. Australian Journal of Education in Chemistry, 64, 16–19.
de Berg, K.C. (2006). The Kinetic-Molecular and Thermodynamic approaches to Osmotic Pressure: A study of dispute in physical chemistry and the implications for chemistry education. Science & Education, 15(5), 495–519.
de Berg, K.C. (2008a). Conceptual Depth and Conceptual Usefulness in Chemistry: Issues and Challenges for Chemistry Educators. In I.V. Eriksson (Ed.), Science Education in the 21st Century (pp. 165–182). New York: Nova Science Publishers.
de Berg, K.C. (2008b). The Concepts of Heat and Temperature: The Problem of Determining the Content for the Construction of an Historical Case Study which is sensitive to Nature of Science Issues and Teaching-Learning Issues. Science & Education, 17(1), 75–114.
de Berg, K.C. (2008c). Tin Oxide Chemistry from Macquer (1758) to Mendeleeff (1891) as revealed in the textbooks and other literature of the era. Science & Education, 17(2–3), 265–287.
de Berg, K.C. (2010). Tin Oxide Chemistry from the Last Decade of the Nineteenth Century to the First Decade of the Twenty-First Century: Towards the Development of a Big-Picture Approach to the Teaching and Learning of Chemistry While Focussing on a Specific Compound or Class of Compounds. Science & Education, 19(9), 847–866.
de Berg, K.C. (2011). Joseph Priestley across Theology, Education, and Chemistry: An Interdisciplinary Case Study in Epistemology with a Focus on the Science Education Context. Science & Education, 20(7–8), 805–830.
Diamente, D. (2000). Boerhaave on Fire. Journal of Chemical Education, 77(1), 42.
DiSessa, A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10(2–3), 105–225.
Eggen, P., Kvittingen, L., Lykknes, A. & Wittje, R. (2012). Reconstructing Iconic Experiments in Electrochemistry: Experiences from a HOS Course. Science & Education, 21(2), 179–189.
Furio-Mas, C.J., Hernandez-Perez, J.H. & Harris, H.H. (1987). Parallels between Adolescents’ Conception of Gases and the History of Chemistry. Journal of Chemical Education, 64(7), 616–618.
Furio-Mas, C.J., Azcona, R., Guisasola, J. & Ratcliffe, M. (2000). Difficulties in teaching the Concepts Amount of Substance and the Mole. International Journal of Science Education, 22(12), 1285–1304.
Garnett, P.J., Garnett, P.J. & Hackling, M.W. (1995). Students’ Alternative Conceptions in Chemistry: a Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25, 69–95.
Gislason, E.A. & Craig, N.C. (2011). The Global Formulation of Thermodynamics and the First Law: 50 years on. Journal of Chemical Education, 88(11), 1525–1530.
Giunta, C.J. (1998). Using History To Teach Scientific Method: The Case of Argon. Journal of Chemical Education, 75(10), 1322–1325.
Giunta, C.J. (2001). Using History to Teach Scientific Method: The Role of Errors. Journal of Chemical Education, 78(5), 623–627.
Goldsmith, B. (2005). Obsessive Genius-The Inner World of Marie Curie. London: Weidenfeld & Nicolson.
Griffith, A.K. & Preston, K.R. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611–628.
Hadzidaki, P. (2008). Quantum Mechanics and Scientific Explanation: An Explanatory Strategy Aiming at Providing Understanding. Science & Education, 17(1), 49–73.
Harris, H. (2006). Book Review: Fritz Haber: Chemist, Nobel Laureate, German, Jew. A Biography by Dietrich Stoltzenberg. Journal of Chemical Education, 83(11), 1605.
Hines, W.G. & de Levie, R. (2010). The Early Development of electronic pH meters. Journal of Chemical Education, 87(11), 1143–1153.
Holme, T. & Murphy, K. (2011). Assessing Conceptual and Algorithmic Knowledge in General Chemistry with ACS Exams. Journal of Chemical Education, 88(9), 1217–1222.
Holton, G. (1978). Subelectrons, presuppositions, and the Millikan-Ehrenhaft Dispute. Historical Studies in the Physical Sciences, 9, 161–224.
Hunter, M. (2009). Boyle: Between God and Science. New Haven: Yale University Press.
Hutchinson, J.S. (1997). Case Studies in Chemistry (4th edition). Alliance Press.
Hutchinson, J.S. (2000). Teaching Introductory Chemistry using Concept Development Case Studies: Interactive and Inductive Learning. University Chemistry Education, 4(1), 3–9.
Ibo, R. (2010). Chemistry Curriculum. Chemistry in Australia, 77(9), 5.
Irwin, A.R. (2000). Historical case Studies: Teaching the nature of science in context. Science Education, 84(1), 5–26.
Jensen, W.B. (1998a). Logic, History, and the chemistry textbook I: Does Chemistry have a logical Structure? Journal of Chemical Education, 75(6), 679–687.
Jensen, W.B. (1998b). Logic, History, and the chemistry textbook II: Can we unmuddle the Chemistry Textbook? Journal of Chemical Education, 75(7), 817–828.
Jensen, W.B. (1998c). Logic, History, and the chemistry textbook III: One chemical revolution or three? Journal of Chemical Education, 75(8), 961–969.
Jensen, W.B. (2004). Did Lavoisier blink? Journal of Chemical Education, 81(5), 629.
Jensen, W.B. (2005a). The Origin of the Bunsen Burner. Journal of Chemical Education, 82(4), 518.
Jensen, W.B. (2005b). The Origin of the 18-Electron Rule. Journal of Chemical Education, 82(1), 28.
Jensen, W.B. (2006a). The Origin of the Liebig Condenser. Journal of Chemical Education, 83(1), 23.
Jensen, W.B. (2006b). The Origin of the term “Allotrope”. Journal of Chemical Education, 83(6), 838.
Jensen, W.B. (2007a). The Origin of the s, p, d, f orbital labels. Journal of Chemical Education, 84(5), 757.
Jensen, W.B. (2007b). The Origin of the names Malic, Maleic, and Malonic Acid. Journal of Chemical Education, 84(6), 924.
Jensen, W.B. (2008a). The Origin of the Polymer concept. Journal of Chemical Education, 85(5), 624.
Jensen, W.B. (2008b). The Origin of the Rubber Policeman. Journal of Chemical Education, 85(6), 776.
Jensen, W.B. (2009a). The Origin of the Metallic Bond. Journal of Chemical Education, 86(3), 278.
Jensen, W.B. (2009b). The Origin of the Circle Symbol for Aromaticity. Journal of Chemical Education, 86(4), 423.
Jensen, W.B. (2010a). Why has the value of Avogadro’s Constant changed over time? Journal of Chemical Education, 87(12), 1302.
Jensen, W.B. (2010b). Why is R used to symbolise Hydrocarbon substituents? Journal of Chemical Education, 87(4), 360–361.
Jensen, W.B. (2010c). Why are q and Q used to symbolise heat? Journal of Chemical Education, 87(11), 1142.
Jensen, W.B. (2010d). The Origin of the Ionic-Radius ratio. Journal of Chemical Education, 87(6), 587–588.
Jensen, W.B. (2010e). The Origin of the Name “Onion’s Fusible Alloy”. Journal of Chemical Education, 87(10), 1050–1051.
Jensen, W.B. (2011). The Origin of Isotope Symbolism. Journal of Chemical Education, 88(1), 22–23
Jensen, W.B. (2012). The Quantification of Electronegativity: Some Precursors. Journal of Chemical Education, 89(1), 94–96.
Justi, R. & Gilbert, J.K. (1999). History and Philosophy of Science through Models: The Case of Chemical Kinetics. Science & Education, 8(3), 287–307.
Justi, R. & Gilbert, J.K. (2000). History and Philosophy of Science through Models: Some challenges in the case of ‘the atom’. International Journal of Science Education, 22(9), 993–1009.
Kauffman, G.B. (1989). History in the Chemistry Curriculum. Interchange, 20(2), 81–94.
Kauffman, G.B. (2008a). Moses Gomberg (1866–1947), Father of Organic Free Radical Chemistry: A Retrospective View on the 60th Anniversary of his Death. Chemical Educator, 13(1), 28–33.
Kauffman, G.B. (2008b). Antoine Henri Becquerel (1852–1908), Discoverer of Natural Radioactivity: A Retrospective View on the Centenary of His Death. Chemical Educator, 13(2), 102–110.
Kauffman, G.B. (2008c). Frederic Joliot (1900–1958), Codiscoverer of Artificial Radioactivity: A Retrospective View on the 50th Anniversary of his Death. Chemical Educator, 13(3), 161–169.
Kauffman, G.B. (2008d). Gerald Schwarzenbach (1904–1978) and the School of Anorganische Chemie at the Universitat Zurich, Heir Apparent to Alfred Werner (1866–1919). Chemical Educator, 13(6), 365–373.
Kauffman, G.B. (2009). Dwaine O. Cowan (1935–2006): The Father of Organic Conductors & Superconductors. Chemical Educator, 14(3), 118–129.
Kauffman, G.B. & Adloff, J. (2008a). Arthur Kornberg (1918–2007), Precursor of DNA Synthesis. Chemical Educator, 13(1): 34–41.
Kauffman, G.B. & Adloff, J. (2008b). Fred Allison’s Magneto-Optic Search for Elements 85 and 87. Chemical Educator, 13(6), 358–364.
Kauffman, G.B. & Adloff, J. (2009). The 2008 Nobel Prize in Chemistry: Osamu Shimomura, Martin Chalfie & Roger Y Tsien: The green Fluorescent Protein. Chemical Educator, 14(2), 70–78.
Kauffman, G.B. & Adloff, J. (2010a). Alfred G. Maddock (1917–2009), An Inspired Radiochemist. Chemical Educator, 15, 237–242.
Kauffman, G.B. & Adloff, J. (2010b). Marie and Pierre Curie’s 1903 Nobel Prize. Chemical Educator, 15, 344–352.
Kauffman, G.B. & Adloff, J. (2011a). Marie Curie’s 1911 Nobel Prize. Chemical Educator, 16, 29–40.
Kauffman, G.B. & Adloff, J. (2011b). Robert Wilhelm Eberhard Bunsen (1811–1899), Inspired 19th century chemist: A Retrospective View on the Bicentennial of his Birth. Chemical Educator, 16, 119–128.
Kauffman, G.B. & Adloff, J. (2011c). Nobel Laureate John Bennett Fenn (1917–2010), Electrospray Ionization Mass Spectrometry Pioneer. Chemical Educator, 16, 143–148.
Kauffman, G.B. & Adloff, J. (2011d). William Nunn Lipscomb, Jr (1919–2011), Nobel Laureate and Borane Chemistry Pioneer: An Obituary-Tribute. Chemical Educator, 16, 195–201.
Kind, V. (2004). Beyond appearances. Students’ misconceptions about basic chemical ideas’. A report prepared for the Royal Society of Chemistry (2nd edition). http://modeling.asu.edu/modeling/KindVanessaBarkerchem.pdf. Consulted on 27th March 2012.
Klassen, S. (2009). Identifying and addressing student difficulties with the Millikan Oil Drop Experiment. Science & Education, 18, 593–607.
Kousathana, M., Demerouti, M. & Tsaparlis, G. (2005). Instructional Misconceptions in Acid–base Equilibria: an analysis from a History and Philosophy of Science Perspective. Science & Education, 14(2), 173–193.
Kovac, J. (2004). The Chemcraft Story: The Legacy of Harold Porter. Journal of Chemical Education, 81(4), 489.
Kuhn, T. (1970). The Structure of Scientific Revolutions. Chicago: University of Chicago Press.
Lagi, M. & Chase, R.S. (2009). Distillation: Integration of a historical perspective. Australian Journal of Education in Chemistry, 70, 5–10.
Lakatos, I. (1970). Falsification and the methodology of scientific research Programmes. In I .Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91–195). Cambridge: Cambridge University Press.
Lederman, N.G. (2006). Research on Nature of Science: Reflections on the Past, Anticipations of the Future. Asia-Pacific Forum on Science Learning and Teaching, 7(1), 1–11.
Lin, H. (1998). The Effectiveness of Teaching Chemistry through the History of Science. Journal of Chemical Education, 75(10), 1326–1330.
Lin, H. & Chen, C. (2002). Promoting pre-service chemistry teachers’ understanding about the nature of science through history. Journal of Research in Science Teaching, 39(9), 773–792.
Lin, H., Hung, J. & Hung, S. (2002). Using the history of science to promote students’ problem-solving ability. International Journal of Science Education, 24(5), 453–464.
Machamer, P., Pera, M. & Baltas, A. (Eds.). (2000). Scientific Controversies: Philosophical and Historical Perspectives. New York: Oxford University Press.
Marshall, J.L. (2003). Oliver Sacks in Mendeleev’s Garden. Journal of Chemical Education, 80(8), 879.
Matthews, M.R. (2009). Science and Worldviews in the Classroom: Joseph Priestley and Photosynthesis. In M. Matthews (Ed.), Science, Worldviews and Education., Dordrecht, The Netherlands: Springer.
McComas, W.F., Almazroa, H. & Clough, M.P. (1998). The Nature of Science in Science Education: An Introduction. Science & Education, 7(6), 511–532.
Moore, C.E., Jaselskis, B. & Florian, J. (2010). Historical Development of the hydrogen ion concept. Journal of Chemical Education, 87(9), 922–923.
Nakhleh, M.B. (1993). Are our students Conceptual Thinkers or Algorithmic Problem Solvers? Journal of Chemical Education, 70(1), 52–55.
Nakhleh, M.B., Lowrey, K.A. & Mitchel, R.C. (1996). Narrowing the gap between Concepts and Algorithms in Freshman Chemistry. Journal of Chemical Education, 73(8), 758–762.
Niaz, M. (1995a). Chemical equilibrium and Newton’s Third Law of Motion: Ontogeny/Phylogeny Revisited. Interchange, 26(1), 19–32.
Niaz, M. (1995b). Progressive Transitions from Algorithmic to Conceptual Understanding in student ability to solve chemistry problems: A Lakatosian Interpretation. Science Education, 79, 19–36.
Niaz, M. (2000a). Gases as Idealized Lattices: A Rational Reconstruction of Students’ Understanding of the Behaviour of Gases. Science & Education, 9(3), 279–287.
Niaz, M. (2000b). The Oil Drop Experiment: A Rational Reconstruction of the Millikan-Ehrenhaft Controversy and Its Implications for Chemistry Textbooks. Journal of Research in Science Teaching, 37(5), 480–508.
Niaz, M. (2001a). A Rational Reconstruction of the origin of the Covalent Bond and its implications for General Chemistry Textbooks. International Journal of Science Education, 23(6), 623–641.
Niaz, M. (2001b). Understanding nature of science as progressive transitions in heuristic principles. Science Education, 85, 684–690.
Niaz, M. (2008). Teaching General Chemistry: A History and Philosophy of Science Approach. New York: Nova Science Publishers.
Niaz, M. (2009). Critical Appraisal of Physical Science as a Human Enterprise: Dynamics of Scientific Progress. Dordrecht, The Netherlands: Springer.
Niaz, M., Aguilera, D., Maza, A. & Liendo, G. (2002). Arguments, contradictions, resistances and conceptual change in students’ understanding of atomic structure. Science Education, 86, 505–525.
Niaz, M. & Cardellini, L. (2011). What can the Bohr-Sommerfeld Model show students of chemistry in the 21st century. Journal of Chemical Education, 88(2), 240–243.
Niaz, M. & Rodriguez, M.A. (2001). Do we have to introduce history and philosophy of science or is it already ‘inside’ chemistry? Chemistry Education: Research and Practice in Europe, 2, 159–164.
Niaz, M. & Rodriguez, M.A. (2002). How in spite of the Rhetoric, History of Chemistry has been ignored in presenting Atomic Structure in Textbooks. Science & Education, 11(5), 423–441.
Niaz, M. & Rodriguez, M.A. (2005). The Oil Drop Experiment: Do Physical Chemistry Textbooks refer to its Controversial Nature? Science & Education, 14(1), 43–57.
Nicholson, R.M. & Nicholson, J.W. (2012). Martha Whiteley of Imperial College London. A Pioneering Woman Chemist. Journal of Chemical Education, 89(5), 598–601.
Nieto, R., Gonzalez, C., Jimenez, A., Lopez, I. & Rodriguez, J. (2011). A Missing Deduction of the Clausius Equality and Inequality. Journal of Chemical Education, 88(5), 597–601.
Nobel Prize in Chemistry (2011). www.nobelprize.org/nobel_prizes/chemistry/laureates/2011/press.html, consulted on 27 April 2012.
Nurrenbem, S.C. & Pickering, M. (1987). Concept Learning versus Problem Solving: Is there a difference? Journal of Chemical Education, 64(6), 508–510.
Padilla, K. & Furio-Mas, C. (2008). The Importance of HPS in Correcting Distorted Views of ‘Amount of Substance’ and ‘Mole’ Concepts in Chemistry Teaching. Science & Education, 17(4), 403–424.
Partington, J.R. (1953). A Textbook of Inorganic Chemistry (6th edition). London: Macmillan.
Peterson, A.R. (2004). The “Dissing” of Niels Bohr. Journal of Chemical Education, 81(1), 33.
Pfaundler, L. (1867). Beitrage zur Chemischen Statik [Contribution to chemical statics]. Poggendorfs Annalen der Physik und Chemie, 131, 55–85.
Piaget, J. & Garcia, R. (1980). Psicogenesis e historia de la ciencia, Siglo XXI, Mexico. Translated by Helga Feider (1988, 2nd English edition) as, Psychogenesis and the History of Science. New York: Columbia University Press.
Pickering, M. (1990). Further Studies on Concept Learning versus Problem Solving. Journal of Chemical Education, 67(3), 254–255.
Quilez, J. (2009). From Chemical Forces to Chemical Rates: A Historical/Philosophical Foundation for the Teaching of Chemical Equilibrium. Science & Education, 18(9), 1203–1251.
Raoult, F.M. (1882a). Loi de congélation des solutions aqueuses des matières Organiques. Comptes Rendus, 94, 1517.
Raoult, F.M. (1882b). Loi générale de congélation des dissolvants. Comptes Rendus, 95, 1030.
Raoult, F.M. (1884). Loi générale des congélations des dissolvants. Annales de chimie et de physique, 2(vi), 66.
Rasmussen, S.C. (2007). The History of Science as a Tool to Identify and Confront Pseudoscience. Journal of Chemical Education, 84(6), 949–951.
Rayleigh, J.W. & Ramsay, W. (1895). Argon, a New Constituent of the Atmosphere. Philosophical Transactions of the Royal Society of London A, 186, 187–241.
Reeves, R. (2008). A Force of Nature: The Frontier Genius of Ernest Rutherford. New York: W.W Norton,
Rosenberg, R.M. (2010). From Joule to Caratheodory and Born: A Conceptual Evolution of the First Law of Thermodynamics. Journal of Chemical Education, 87(7), 691–693.
Sakkopoulos, S.A. & Vitoratos, E.G. (1996). Empirical Foundations of Atomism in ancient Greek philosophy. Science & Education, 5(3), 293–303.
Sanmarti, N. & Izquierdo, M. (1995). The substantialisation of properties in pupils’ thinking and in the history of chemistry. Science & Education, 4(4), 349–369.
Scerri, E.R. (2007). The Periodic Table-Its Story and Its Significance. Oxford: Oxford University Press.
Scerri, E.R. (2009). Selected Papers on the Periodic Table. London: Imperial College Press.
Scheffel, L., Brockmeier, W. & Parchmann, I. (2009). Historical Material in Macro-Micro Thinking: Conceptual Change in Chemistry Education and the History of Chemistry. In J.K. Gilbert & D.F. Treagust (Eds.), Multiple Representations in Chemical Education. The Netherlands: Springer.
Schmidt, H.J. (1992). Harte Nusse im Chemieunterricht [Tough Nuts in Chemistry Classroom]. Frankfurt: Diesterweg.
Schofield, R.E. (1997). The enlightenment of Joseph Priestley. A study of his life and work from 1733–1773. University Park, Pennsylvania: Pennsylvania State University Press.
Schofield, R.E. (2004). The enlightenment of Joseph Priestley. A study of his life and work from 1773–1804. University Park, Pennsylvania: Pennsylvania State University Press.
Schwartz, A.T. (2004). Gehennical Fire: The lives of George Starkey, an American alchemist in the Scientific Revolution. Journal of Chemical Education, 81(7), 953.
Seligardi, R. (2006). Views of Chemistry and Chemical Theories: A Comparison between two University Textbooks in the Bolognese Context at the beginning of the 19th century. Science & Education, 15(7–8), 713–737.
Sharma, V., McKone, H.T. & Markow, P.G. (2011). A Global Perspective on the History, Use, and Identification of Synthetic Food Dyes. Journal of Chemical Education, 88(1), 24–28.
Souza, K. & Porto, P.A. (2012). History and Epistemology of Science in the Classroom: The Synthesis of Quinine as a Proposal. Journal of Chemical Education, 89(1), 58–63.
Sturm, J.E. (2000). Ernest Rutherford, Avogadro’s Number, and Chemical Kinetics Revisited. Journal of Chemical Education, 77(10), 1278.
Taber, K.S. (1997). Understanding Chemical Bonding. Non-published PhD Thesis, Roehampton Institute, University of Surrey.
Taber, K.S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597–608.
Taber, K.S. (2002). Chemical Misconceptions-Prevention, Diagnosis and Cure. London: Royal Society of Chemistry.
Taber, K.S. & Garcia-Franco, A. (2010). Learning processes in chemistry. Drawing upon cognitive resources to learn about the particulate structure of matter. Journal of the Learning Sciences, 19(1), 99–142.
Treagust, D.F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159–169.
Treagust, D.F. (1995). Diagnostic Assessment of Students’ Science Knowledge. In S.M. Glynn & R. Duit (Eds.), Learning Science in the Schools. Research Reforming Practice (pp. 327–346). New York: Lawrence Erlbaum Associates.
Valeur, B. & Berberan-Santos, M.N. (2011). A Brief History of Fluorescence and Phosphorescence before the emergence of Quantum Theory. Journal of Chemical Education, 88(6), 731–738.
Van Berkel, B., De Vos, W., Verdonk, A.H. & Pilot, A. (2000). Normal Science Educaton and its Dangers: The Case of School Chemistry. Science & Education, 9(1–2), 123–159.
Van Driel, J.H., De Vos, W. & Verloop, N. (1998). Relating Students’ Reasoning to the History of Science: The Case of Chemical Equilibrium. Research in Science Education, 28(2), 187–198.
Viana, H.E.B. & Porto, P.A. (2010). The Development of Dalton’s Atomic Theory as a Case Study in the history of science: Reflections for Educators in Chemistry. Science & Education, 19(1), 75–90.
Wandersee, J.H. & Baudoin-Griffard, P. (2002). The History of Chemistry: Potential and Actual Contributions to Chemical Education. In J.K. Gilbert, O. De Jong, R. Justi, D.F. Treagust & J.H. Van Driel (Eds.), Chemical Education: Towards Research-Based Practice, Dordrecht, The Netherlands: Kluwer.
Wandersee, J.H., Mintzes, J.J. & Novak, J.D. (1994). Research on alternative conceptions in science. In D. Gabel (Ed.), Handbook of Research on Science Teaching and Learning, New York: Macmillan publishing.
Williams, L.P. (1965). Michael Faraday-A Biography. London: Chapman and Hall.
Williams, K.R. (2003). The Discovery of Oxygen and other Priestley Matters. Journal of Chemical Education, 80(10), 1129.
Williams, K.R. (2009). Robert Boyle: The Founder of Modern Chemistry. Journal of Chemical Education, 86(2), 148.
Williamson, A.W. (1851–1854). Suggestions for the dynamics of chemistry derived from the theory of etherification. Notices of the Proceedings at the meetings of the Members of the Royal Institution, 1, 90–94.
Wilson, D. (1983). Rutherford: Simple Genius. Cambridge, MA: MIT Press.
Woody, A.I. (2011). How is the Ideal Gas Law Explanatory? Science & Education, online first 6/12/2011.
Zoller, U., Lubezky, A., Nakhleh, M.B., Tessler, B. & Dori, Y.J. (1995). Success on Algorithmic and LOCS vs. Conceptual Chemistry Exam Questions. Journal of Chemical Education, 72, 987–989.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
de Berg, K.C. (2014). The Place of the History of Chemistry in the Teaching and Learning of Chemistry. In: Matthews, M. (eds) International Handbook of Research in History, Philosophy and Science Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7654-8_11
Download citation
DOI: https://doi.org/10.1007/978-94-007-7654-8_11
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-7653-1
Online ISBN: 978-94-007-7654-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)