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Using History to Teach Scientific Method: The Role of Errors

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Carmen J. Giunta

Department of Chemistry, LeMoyne College, Syracuse, NY 13214

J. Chem. Educ., 2001, 78 (5), p 623

DOI: 10.1021/ed078p623

Publication Date (Web): May 1, 2001

Section:

History, Education, and Documentation

Abstract

Including tales of error along with tales of discovery is desirable in any use of history of science to teach about science. Tales of error, particularly when they involve justly well-regarded historical figures, serve to avoid two pitfalls to which use of historical material in science teaching is otherwise susceptible. Acknowledging the false steps of great scientists avoids putting those scientists on a pedestal and illustrates that there is no automatic or mechanical scientific method. This paper lists five kinds of error with examples of each from the development of chemistry in the 18th and 19th centuries: erroneous theories (such as phlogiston), seeing a new phenomenon everywhere one seeks it (e.g., Lavoisier and the decomposition of water), theories erroneous in detail but nonetheless fruitful (e.g., Dalton's atomic theory), rejection of correct theories (e.g., Avogadro's hypothesis), and incoherent insights (e.g., J. A. R. Newlands' classification of the elements).

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

History / Philosophy

Keywords (Subject):

Nonmajor Courses

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