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  1. Breaking the Law: Promoting Domain-Specificity in Chemical Education in the Context of Arguing About the Periodic Law. [REVIEW]Sibel Erduran - 2007 - Foundations of Chemistry 9 (3):247-263.
    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. (...)
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  • A View About the Short Histories of the Mole and Avogadro’s Number.Mustafa Sarikaya - 2013 - Foundations of Chemistry 15 (1):79-91.
    The mole and Avogadro’s number are two important concepts of science that provide a link between the properties of individual atoms or molecules and the properties of bulk matter. It is clear that an early theorist of the idea of these two concepts was Avogadro. However, the research literature shows that there is a controversy about the subjects of when and by whom the mole concept was first introduced into science and when and by whom Avogadro’s number was first calculated. (...)
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  • Developing Epistemologically Empowered Teachers: Examining the Role of Philosophy of Chemistry in Teacher Education.Sibel Erduran, Agustin Aduriz Bravo & Rachel Mamlok Naaman - 2007 - Science & Education 16 (9-10):975-989.
  • Idealization in Chemistry: Pure Substance and Laboratory Product.Manuel Fernández-González - 2013 - Science & Education 22 (7):1723-1740.
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  • Emergence, Supervenience, and Introductory Chemical Education.Micah Newman - 2013 - Science & Education 22 (7):1655-1667.
    In learning chemistry at the entry level, many learners labor under misconceptions about the subject matter that are so fundamental that they are typically never addressed. A fundamental misconception in chemistry appears to arise from an adding of existing phenomenal concepts to newly-acquired chemical concepts, so that beginning learners think of chemical entities as themselves having the very same ‘macro’ properties that we observe through the senses. Those who teach or practice chemistry never acquire these misconceptions because they were able (...)
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  • Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students’ Conceptualizations of Acid Strength.Halil Tümay - 2016 - Science & Education 25 (1-2):21-46.
    Philosophical debates about chemistry have clarified that the issue of emergence plays a critical role in the epistemology and ontology of chemistry. In this article, it is argued that the issue of emergence has also significant implications for understanding learning difficulties and finding ways of addressing them in chemistry. Particularly, it is argued that many misconceptions in chemistry may derive from students’ failure to consider emergence in a systemic manner by taking into account all relevant factors in conjunction. Based on (...)
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  • Towards Teaching Chemistry as a Language.Pierre Laszlo - 2013 - Science & Education 22 (7):1669-1706.
  • Integrating Epistemological Perspectives on Chemistry in Chemical Education: The Cases of Concept Duality, Chemical Language, and Structural Explanations.Ebru Kaya & Sibel Erduran - 2013 - Science & Education 22 (7):1741-1755.
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