Interdisciplinary characterizations of models and the nature of chemical knowledge in the classroom

Sibel Erduran; Richard A. Duschl

doi:10.1080/03057260408560204

Interdisciplinary characterizations of models and the nature of chemical knowledge in the classroom

Sibel Erduran, Richard A. Duschl

Curriculum & Instruction

Research output: Contribution to journal › Comment/debate › peer-review

60 Scopus citations

Original language	English (US)
Pages (from-to)	105-138
Number of pages	34
Journal	Studies in Science Education
Volume	40
Issue number	1
DOIs	https://doi.org/10.1080/03057260408560204
State	Published - 2004

All Science Journal Classification (ASJC) codes

Education

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10.1080/03057260408560204

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title = "Interdisciplinary characterizations of models and the nature of chemical knowledge in the classroom",

author = "Sibel Erduran and Duschl, {Richard A.}",

note = "Funding Information: Nuffield 'O' Level Chemistry, developed in the early 1960s in England for students aged 13 to 16, exemplifies the 'chemical reactions' approach. The curriculum began with the problems of separating pure substances from the mixtures and compounds in which they occur naturally. Physical separation processes were used as techniques to solve problems of chemical reactions. The curriculum then moved straight into reactions in which substances are decomposed by heating in air or burned in air to react with oxygen. Chemistry in the Community (ChemCom) curriculum, developed in the US during 1980s and 1990s, and supported by the National Science Foundation and the American Chemical Society, typifies a societal approach to curriculum design. The programme combines the core concepts of chemistry with a societal slant that is intended to grab students' attention. Funding Information: The present work offers an early signal for educational research seeking to prevent the mutually exclusive development of chemistry education and interdisciplinary studies in chemistry, particularly in light of the new discipline of philosophy of chemistry. Research in chemistry education should strive to learn from the mistakes that resulted when the early developments in science education were made mainly separate from advances in philosophy of science (e.g., Duschl, 1985). Shortcomings in the application of philosophy of science to science education were manifested in the 'alphabet curricula' supported by the National Science Foundation in the 1950s and 1960s. Curricula such as Chemical Education Materials (CHEMS) and Chemical Bond Approach (CBA), while promoting discovery learning and inquiry methods of teaching, neglected themes such as 'nature of chemistry' which were informed by historical and philosophical dimensions of chemistry. Copyright: Copyright 2017 Elsevier B.V., All rights reserved.",

year = "2004",

doi = "10.1080/03057260408560204",

language = "English (US)",

volume = "40",

pages = "105--138",

journal = "Studies in Science Education",

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AU - Duschl, Richard A.

N1 - Funding Information: Nuffield 'O' Level Chemistry, developed in the early 1960s in England for students aged 13 to 16, exemplifies the 'chemical reactions' approach. The curriculum began with the problems of separating pure substances from the mixtures and compounds in which they occur naturally. Physical separation processes were used as techniques to solve problems of chemical reactions. The curriculum then moved straight into reactions in which substances are decomposed by heating in air or burned in air to react with oxygen. Chemistry in the Community (ChemCom) curriculum, developed in the US during 1980s and 1990s, and supported by the National Science Foundation and the American Chemical Society, typifies a societal approach to curriculum design. The programme combines the core concepts of chemistry with a societal slant that is intended to grab students' attention. Funding Information: The present work offers an early signal for educational research seeking to prevent the mutually exclusive development of chemistry education and interdisciplinary studies in chemistry, particularly in light of the new discipline of philosophy of chemistry. Research in chemistry education should strive to learn from the mistakes that resulted when the early developments in science education were made mainly separate from advances in philosophy of science (e.g., Duschl, 1985). Shortcomings in the application of philosophy of science to science education were manifested in the 'alphabet curricula' supported by the National Science Foundation in the 1950s and 1960s. Curricula such as Chemical Education Materials (CHEMS) and Chemical Bond Approach (CBA), while promoting discovery learning and inquiry methods of teaching, neglected themes such as 'nature of chemistry' which were informed by historical and philosophical dimensions of chemistry. Copyright: Copyright 2017 Elsevier B.V., All rights reserved.

PY - 2004

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DO - 10.1080/03057260408560204

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Interdisciplinary characterizations of models and the nature of chemical knowledge in the classroom

All Science Journal Classification (ASJC) codes

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