東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ subject:"Chemistry- Philosophy." ]

切換: 標籤 | MARC模式 | ISBD

Chemistry education and contribution...

Niaz, Mansoor.

FindBook

Google Book

Amazon

博客來

Chemistry education and contributions from history and philosophy of science

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Chemistry education and contributions from history and philosophy of science/ by Mansoor Niaz.
作者:	Niaz, Mansoor.
出版者:	Cham :Springer International Publishing : : 2016.,
面頁冊數:	xx, 250 p. :ill., digital ;24 cm.
內容註:	Preface -- Acknowledgments -- Foreword -- Chapter 1 Introduction -- Chapter 2 Models, theories and laws in philosophy of science and science education -- Chapter 3 Nature of science in science education: An integrated view -- Chapter 4 Understanding atomic models in chemistry: Why do models change? -- Chapter 5 Understanding stoichiometry: Do scientific laws help in learning science? -- Chapter 6 Understanding valence bond and molecular orbital models: Contingency at work -- Chapter 7 An overview of research in chemistry education -- Chapter 8 Conclusions: From empiricism to historicism to naturalism and beyond -- References -- Appendices.
Contained By:	Springer eBooks
標題:	Chemistry - Study and teaching. -
電子資源:	http://dx.doi.org/10.1007/978-3-319-26248-2
ISBN:	9783319262482$q(electronic bk.)

Chemistry education and contributions from history and philosophy of science
Niaz, Mansoor.

Chemistry education and contributions from history and philosophy of science[electronic resource] /by Mansoor Niaz. - Cham :Springer International Publishing :2016. - xx, 250 p. :ill., digital ;24 cm. - Science: philosophy, history and education. - Science: philosophy, history and education..

Preface -- Acknowledgments -- Foreword -- Chapter 1 Introduction -- Chapter 2 Models, theories and laws in philosophy of science and science education -- Chapter 3 Nature of science in science education: An integrated view -- Chapter 4 Understanding atomic models in chemistry: Why do models change? -- Chapter 5 Understanding stoichiometry: Do scientific laws help in learning science? -- Chapter 6 Understanding valence bond and molecular orbital models: Contingency at work -- Chapter 7 An overview of research in chemistry education -- Chapter 8 Conclusions: From empiricism to historicism to naturalism and beyond -- References -- Appendices.

This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education. It discusses the need to present an image that reflects how chemistry developed and progresses. It proposes that chemistry should be taught the way it is practiced by chemists: as a human enterprise, at the interface of scientific practice and HPS. Finally, it sets out to convince teachers to go beyond the traditional classroom practice and explore new teaching strategies. The importance of HPS has been recognized for the science curriculum since the middle of the 20th century. The need for teaching chemistry within a historical context is not difficult to understand as HPS is not far below the surface in any science classroom. A review of the literature shows that the traditional chemistry classroom, curricula, and textbooks while dealing with concepts such as law, theory, model, explanation, hypothesis, observation, evidence and idealization, generally ignore elements of the history and philosophy of science. This book proposes that the conceptual understanding of chemistry requires knowledge and understanding of the history and philosophy of science. "Professor Niaz's book is most welcome, coming at a time when there is an urgently felt need to upgrade the teaching of science. The book is a huge aid for adding to the usual way - presenting science as a series of mere facts -also the necessary mandate: to show how science is done, and how science, through its history and philosophy, is part of the cultural development of humanity." Gerald Holton, Mallinckrodt Professor of Physics & Professor of History of Science, Harvard University "In this stimulating and sophisticated blend of history of chemistry, philosophy of science, and science pedagogy, Professor Mansoor Niaz has succeeded in offering a promising new approach to the teaching of fundamental ideas in chemistry. Historians and philosophers of chemistry - and above all, chemistry teachers - will find this book full of valuable and highly usable new ideas" Alan Rocke, Case Western Reserve University "This book artfully connects chemistry and chemistry education to the human context in which chemical science is practiced and the historical and philosophical background that illuminates that practice. Mansoor Niaz deftly weaves together historical episodes in the quest for scientific knowledge with the psychology of learning and philosophical reflections on the nature of scientific knowledge and method. The result is a compelling case for historically and philosophically informed science education. Highly recommended!" Harvey Siegel, University of Miami.

ISBN: 9783319262482$q(electronic bk.)

Standard No.: 10.1007/978-3-319-26248-2doiSubjects--Topical Terms:

605708
Chemistry
--Study and teaching.

LC Class. No.: QD40 / .N539 2016

Dewey Class. No.: 540.71

Chemistry education and contributions from history and philosophy of science
LDR:04396nmm a2200337 a 4500 001 2029830
003 DE-He213
005 20160810145812.0
006 m d
007 cr nn 008maaau
008 160908s2016 gw s 0 eng d
020 $a 9783319262482$q(electronic bk.)
020 $a 9783319262468$q(paper)
024 7 $a 10.1007/978-3-319-26248-2 $2 doi
035 $a 978-3-319-26248-2
040 $a GP $c GP
041 0 $a eng
050 4 $a QD40 $b .N539 2016
072 7 $a JNU $2 bicssc
072 7 $a PD $2 bicssc
072 7 $a SCI063000 $2 bisacsh
082 0 4 $a 540.71 $2 23
090 $a QD40 $b .N577 2016
100 1 $a Niaz, Mansoor. $3 1002675
245 1 0 $a Chemistry education and contributions from history and philosophy of science $h [electronic resource] / $c by Mansoor Niaz.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a xx, 250 p. : $b ill., digital ; $c 24 cm.
490 1 $a Science: philosophy, history and education
505 0 $a Preface -- Acknowledgments -- Foreword -- Chapter 1 Introduction -- Chapter 2 Models, theories and laws in philosophy of science and science education -- Chapter 3 Nature of science in science education: An integrated view -- Chapter 4 Understanding atomic models in chemistry: Why do models change? -- Chapter 5 Understanding stoichiometry: Do scientific laws help in learning science? -- Chapter 6 Understanding valence bond and molecular orbital models: Contingency at work -- Chapter 7 An overview of research in chemistry education -- Chapter 8 Conclusions: From empiricism to historicism to naturalism and beyond -- References -- Appendices.
520 $a This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education. It discusses the need to present an image that reflects how chemistry developed and progresses. It proposes that chemistry should be taught the way it is practiced by chemists: as a human enterprise, at the interface of scientific practice and HPS. Finally, it sets out to convince teachers to go beyond the traditional classroom practice and explore new teaching strategies. The importance of HPS has been recognized for the science curriculum since the middle of the 20th century. The need for teaching chemistry within a historical context is not difficult to understand as HPS is not far below the surface in any science classroom. A review of the literature shows that the traditional chemistry classroom, curricula, and textbooks while dealing with concepts such as law, theory, model, explanation, hypothesis, observation, evidence and idealization, generally ignore elements of the history and philosophy of science. This book proposes that the conceptual understanding of chemistry requires knowledge and understanding of the history and philosophy of science. "Professor Niaz's book is most welcome, coming at a time when there is an urgently felt need to upgrade the teaching of science. The book is a huge aid for adding to the usual way - presenting science as a series of mere facts -also the necessary mandate: to show how science is done, and how science, through its history and philosophy, is part of the cultural development of humanity." Gerald Holton, Mallinckrodt Professor of Physics & Professor of History of Science, Harvard University "In this stimulating and sophisticated blend of history of chemistry, philosophy of science, and science pedagogy, Professor Mansoor Niaz has succeeded in offering a promising new approach to the teaching of fundamental ideas in chemistry. Historians and philosophers of chemistry - and above all, chemistry teachers - will find this book full of valuable and highly usable new ideas" Alan Rocke, Case Western Reserve University "This book artfully connects chemistry and chemistry education to the human context in which chemical science is practiced and the historical and philosophical background that illuminates that practice. Mansoor Niaz deftly weaves together historical episodes in the quest for scientific knowledge with the psychology of learning and philosophical reflections on the nature of scientific knowledge and method. The result is a compelling case for historically and philosophically informed science education. Highly recommended!" Harvey Siegel, University of Miami.
650 0 $a Chemistry $x Study and teaching. $3 605708
650 0 $a Chemistry $x History. $3 588759
650 0 $a Chemistry $x Philosophy. $3 1619499
650 1 4 $a Education. $3 516579
650 2 4 $a Science Education. $3 895256
650 2 4 $a History of Science. $3 896972
650 2 4 $a Philosophy of Science. $3 894954
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a Science: philosophy, history and education. $3 2181107
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-26248-2
950 $a Education (Springer-41171)