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Teaching Modern Chemistry through ‘Recurrent Historical Teaching Models’

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Abstract

Today there are little more of 3 million chemist all over the world producing about 800,000 papers a year. They produce new substances – from some hundreds in 1800 to about 20 million now – the vast majority artificial. This rate is growing quite fast. Once the majority of chemistry teachers all over the world used textbooks as the main (sometimes the only) source of information, we became, without wanting to... history teachers! If ‘scientific literacy’ is the aim of science lessons in school, it is much more than the literacy now developed in science classrooms. It must include an understanding of the nature and process by which scientific activities are carried out. Recognition of the exponentially chemistry knowledge growth and the incompleteness of the current chemistry textbooks are thus intimately related to recognition of the need for recurrent historical teaching models.

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  1. Facultad de Quimica, Ciudad Universitaria, Universidad Nacional Autónoma de México, Mexico D.F., 04510, Mexico

    José Antonio Chamizo

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  1. José Antonio Chamizo
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Correspondence to José Antonio Chamizo.

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Chamizo, J.A. Teaching Modern Chemistry through ‘Recurrent Historical Teaching Models’. Sci Educ 16, 197–216 (2007). https://doi.org/10.1007/s11191-005-4784-4

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