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Inquiry learning, modelling and a philosophy of chemistry teaching

conference contribution
posted on 06.12.2017, 00:00 by Allan HarrisonAllan Harrison
Scerri and Erduran (2002) recently resurrected the question: How is knowledge developed and justified in chemistry? Scerri (2003) denies a role for constructivism in chemical education even though chemistry courses use humanly constructed models to represent sub-microscopic particles. The unobservable nature of most chemistry means that humanly constructed mental imagery is an essential element in chemical descriptions and explanations Scientific models begin life as mental models and help chemists and students develop and learn chemistry. This paper claims a role for history, philosophy and epistemology/ontology in chemical education. The paper argues that most chemical models are negotiated by experts and teachers and are interaction products of prior knowledge and experiences, current problems and evidence and reflect the preferences and commitments of their makers. Thus, constructivism deserves a place in the epistemology and philosophy of chemistry.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Parent Title

NZARE AARE Conference 2003 : educational research, risks, & dilemmas, 29 November - 3 December 2003, Hyatt Regency Hotel and University of Auckland, Auckland, New Zealand.

Start Page

1

End Page

12

Number of Pages

12

Start Date

01/01/2003

Finish Date

01/01/2003

ISSN

1176-4902

Location

Auckland, N.Z.

Publisher

Australian Association for Research in Education

Place of Publication

Coldstream, Vic.

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Conference; Conference; Faculty of Education and Creative Arts; TBA Research Institute;

Era Eligible

Yes

Name of Conference

Australian Association for Research in Education. Conference.;New Zealand Association for Research in Education. Conference.

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