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Logic, History, and the Chemistry Textbook: II. Can We Unmuddle the Chemistry Textbook?
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Abstract
The second of a three-part series based on the author's keynote lectures for the 1995 NEACT conference, this lecture applies the classification of chemical concepts and models given in Lecture I to a variety of topics related to the undergraduate chemistry curriculum. In particular, it illustrates how paying attention to whether a subject is being treated at the molar, molecular, or electrical level of discourse can help to eliminate logically-flawed definitions and concepts, help to revise those which are historically outdated, and help to resolve current debates in the educational literature about the relative merits of competing approaches to a given subject.
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First-Year Undergraduate / GeneralKeywords (Domain):
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Learning TheoriesCiting Articles
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This article has been cited by 8 ACS Journal articles (5 most recent appear below).
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.
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.
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 ...
Origin of the Formulas of Dihydrogen and Other Simple Molecules
Andrew WilliamsJournal of Chemical Education2007 84 (11), 1779Origin of the Formulas of Dihydrogen and Other Simple Molecules
Andrew WilliamsJournal of Chemical Education2007 84 (11), 1779The logic and experimental data are described with which chemists originally deduced the formulas of the fundamental compounds such as H2, H2O, Cl2, NH3, CH4, and HCl. This information is never provided in current texts at any level and the formulas of ...
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- Received: August 03, 2009
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