Group 3 as Sc–Y–La, rather than Sc–Y–Lu, dominates the literature. The history of this situation, including involvement by the IUPAC, is summarised. I step back from the minutiae of physical, chemical, and electronic properties and explore considerations of regularity and symmetry, natural kinds, and quantum mechanics, finding these to be inconclusive. Continuing the theme, a series of ten interlocking arguments, in the context of a chemistry-based periodic table, are presented in support of lanthanum in Group 3. In so doing, I (...) seek to demonstrate a new way of thinking about this matter. The last of my ten arguments is recast as a twenty-word categorical philosophical (viewpoint-based) statement. (shrink)

Some recent philosophers of science have argued that chemistry in the nineteenth century “largely lacked theoretical foundations, and showed little progress in supplying such foundations” until around 1900, or even later. In particular, nineteenth-century atomic theory, it is said, “played no useful part” in the crowning achievement of nineteenth-century chemistry, the powerful subdiscipline of organic chemistry. This paper offers a contrary view. The idea that chemistry only gained useful theoretical foundations when it began to merge with physics, it will be (...) argued, is based on an implicit conception of scientific theory that is too narrow, and too exclusively oriented to the science of physics. A broader understanding of scientific theory, and one that is more appropriate to the science of chemistry, reveals the essential part that theory played in the development of chemistry in the nineteenth century. It also offers implications for our understanding of the nature of chemical theory today. (shrink)

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. (shrink)

All suggested notions of reduction of two scientific theories are critically reviewed and analyzed. In particular those applied to the case of the alleged reduction of Chemistry to Quantum mechanics are examined. Since it is recognized that the weakness of this field of research is the lack of a definition of a scientific theory, it is suggested that a scientific theory is characterized by two choices regarding two dichotomies, that is, the kind of mathematics and the kind of logic. According (...) to this view a reduction is only possible between two theories in which the same choices are shared. As a consequence, only one case of reduction in the history of physics is recognized: physical optics to electromagnetism, a case that is commonly accepted. The other cases of claimed reductions are recognized as impossible, owing to the different choices of the two theories at issue and hence the radical variations in meaning of their shared basic notions. In particular, the claimed reduction of Chemistry to Quantum mechanics is disproved in detail. (shrink)

Historical case studies of scientific concepts are a useful medium for showing how scientific ideas originate and how they change over time. They are thus a useful tool for conveying knowledge about the nature of science. This paper focuses on the concepts of heat and temperature and discusses some issues related to choosing the content for a historical case study which incorporates not only nature of science perspectives but understandings related to what we know about the teaching and learning of (...) these concepts. The case study is designed for first-year university chemistry students as an introduction to their study of thermodynamics. The paper includes a general chemistry textbook analysis of the heat and temperature concepts and a discussion of the caloric theory of heat, thermometry, and a brief survey of how the energy concept transformed our understanding of heat and temperature. (shrink)

A recent article by Vihalemm (Foundations of Chemistry, 2003) is critical of an earlier essay. We find that there is some justification for his criticism of vagueness in defining terms. Nevertheless the main conclusions of the earlier work, when carefully restated to deflect Vihalemm’s criticisms, are unaffected by his arguments. The various dicta that are used as the bases of chemical explanations are different in character, and are used in a different way from the laws and theories in classical physics.