Breaking the law: Promoting domain-specificity in chemical education in the context of arguing about the periodic law [Book Review]
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Foundations of Chemistry 9 (3):247-263 (2007)
In this paper, domain-specificity is presented as an understudied problem in chemical education. This argument is unpacked by drawing from two bodies of literature: learning of science and epistemology of science, both themes that have cognitive as well as philosophical undertones. The wider context is students’ engagement in scientific inquiry, an important goal for science education and one that has not been well executed in everyday classrooms. The focus on science learning illustrates the role of domain specificity in scientific reasoning. The discussion on epistemology of science presents ideas from the emerging field of philosophy of chemistry to highlight the much neglected area of epistemology in chemical education. Domain-specificity is exemplified in the context of chemical laws, in particular the Periodic Law. The applications of the discussion for chemical education are explored in relation to argumentation, itself an epistemologically grounded discourse pattern in science. The overall implications include the need for reconceptualization of the nature of teaching and learning in chemistry to include more particular epistemological aspects of chemistry.
|Keywords||Domain-specificity Argumentation Chemical laws Periodicity|
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References found in this work BETA
Nancy Cartwright (1983). How the Laws of Physics Lie. Oxford University Press.
Stephen E. Toulmin (2003). The Uses of Argument. Monograph Collection (Matt - Pseudo).
Carl Hempel (1965). Aspects of Scientific Explanation and Other Essays in the Philosophy of Science. The Free Press.
Ronald N. Giere (1999). Science Without Laws. University of Chicago Press.
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