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Logic, History, and the Chemistry Textbook: I. Does Chemistry Have a Logical Structure?
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Abstract
The first of a three-part series based on the author's keynote lectures for the 1995 NEACT conference, this lecture addresses the question of how the various concepts and models of chemistry are interrelated and proposes a nine-category classification based on whether the concept or model in question deals with the structure/composition, the energy, or the time dimension of chemistry, and whether the concept or model does so at the molar, molecular, or electrical level of chemical discourse.
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This article has been cited by 14 ACS Journal articles (5 most recent appear below).
Atoms versus Nuclei: The Author of Logic Lessons Lost Responds
Roy W. ClarkJournal of Chemical Education2011 88 (4), 382-382Atoms versus Nuclei: The Author of Logic Lessons Lost Responds
Roy W. ClarkJournal of Chemical Education2011 88 (4), 382-382In this letter to the editor, Clark responds to Matson’s criticism of “Logic Lessons Lost”, explaining why he departed from all of Jensen’s logical conclusions. The explanation involves the future of chemistry textbooks.
Atoms versus Nuclei: Response to Logic Lessons Lost
Michael L. MatsonJournal of Chemical Education2011 88 (4), 381-382Atoms versus Nuclei: Response to Logic Lessons Lost
Michael L. MatsonJournal of Chemical Education2011 88 (4), 381-382This letter to the editor asserts that the proposed term of atomes from Roy Clark in “Logic Lessons Lost” is incorrect. The reader should use the term atoms for free atoms and nuclei for bound atoms.
Logic Lessons Lost
Roy W. ClarkJournal of Chemical Education2010 87 (9), 901-902Logic Lessons Lost
Roy W. ClarkJournal of Chemical Education2010 87 (9), 901-902This commentary piece contains two criticisms of textbook definitions. One is the old definition of element (cannot be separated into...), to the correct definition (a class of atoms with the same atomic number). The second criticism concerns the correct ...
Classifying End-of-Chapter Questions and Problems for Selected General Chemistry Textbooks Used in the United States
Kariluz Dávila, Vicente TalanquerJournal of Chemical Education2010 87 (1), 97-101Classifying End-of-Chapter Questions and Problems for Selected General Chemistry Textbooks Used in the United States
Kariluz Dávila, Vicente TalanquerJournal of Chemical Education2010 87 (1), 97-101Science textbooks have a major influence on teaching and learning. Teachers and instructors at all educational levels use them regularly not only as a guide for course content and sequence but also in the design of homework assignments and assessment ...
Ionization Energy: Implications of Preservice Teachers’ Conceptions
Kim Chwee Daniel Tan , Keith S. TaberJournal of Chemical Education2009 86 (5), 623Ionization Energy: Implications of Preservice Teachers’ Conceptions
Kim Chwee Daniel Tan , Keith S. TaberJournal of Chemical Education2009 86 (5), 623The results from a study to explore pre-service teachers' understanding of ionization energy, a topic that features in A-level (grade 11 and 12) chemistry courses. in Singapore , is described. A previous study using a two-tier multiple choice diagnostic ...
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- Received: August 03, 2009
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