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Commentary
Philosophical Confusion in Chemical Education Research
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Abstract
The reputation of chemical education research among mainstream chemists is in need of improvement. This paper makes the claim that the present state of affairs is partly the result of the careless use of philosophical terms such as constructivism, behaviorism, and relativism. The relevance of these developments to the Science Wars debate is briefly examined, and some positive recommendations are proposed to remedy the situation.
Keywords (Audience):
First-Year Undergraduate / GeneralKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
CommentaryKeywords (Pedagogy):
Inquiry-Based / Discovery LearningCiting Articles
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This article has been cited by 12 ACS Journal articles (5 most recent appear below).
Straw Men and False Dichotomies: Overcoming Philosophical Confusion in Chemical Education
Keith S. TaberJournal of Chemical Education2010 87 (5), 552-558Straw Men and False Dichotomies: Overcoming Philosophical Confusion in Chemical Education
Keith S. TaberJournal of Chemical Education2010 87 (5), 552-558Constructivism has been widely considered the most influential perspective in science education research for some decades, and has been the basis of widespread pedagogic advice in many educational contexts. Yet it has been claimed in this Journal that the ...
Teaching and Learning Guiding Principles
Liberato CardelliniJournal of Chemical Education2009 86 (2), 169Teaching and Learning Guiding Principles
Liberato CardelliniJournal of Chemical Education2009 86 (2), 169Considers the question, "How can one make learning chemistry more interesting for students?"
Advice to My Intellectual Grandchildren
J. Dudley HerronJournal of Chemical Education2008 85 (1), 24Advice to My Intellectual Grandchildren
J. Dudley HerronJournal of Chemical Education2008 85 (1), 24In his address at the ACS Award for Achievement in Research for the Teaching and Learning of Chemistry Symposium, Herron advised young researchers in chemistry education to a) be true to their own sense of purpose, b) be flexible enough to take advantage ...
Reworking Exams To Teach Chemistry Content and Reinforce Student Learning
John M. RisleyJournal of Chemical Education2007 84 (9), 1445Reworking Exams To Teach Chemistry Content and Reinforce Student Learning
John M. RisleyJournal of Chemical Education2007 84 (9), 1445One meaningful approach to demonstrate to students the value of reworking exams is to offer an incentive to do so. This paper describes the strategy and effects of offering partial credit to students who rework answers originally answered incorrectly on ...
The Philosophy of Chemistry as a New Resource for Chemistry Education
Martín Labarca , Olimpia LombardiJournal of Chemical Education2007 84 (1), 187The Philosophy of Chemistry as a New Resource for Chemistry Education
Martín Labarca , Olimpia LombardiJournal of Chemical Education2007 84 (1), 187In this paper we address the problem of the relationship between chemistry and physics, and argue for the introduction of philosophical issues in teaching chemistry in order to better face this long-standing, subtle problem. In particular, we reject the ...
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- Received: August 03, 2009
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