Andere Kunden interessierten sich auch für
![Nature of Science in General Chemistry Textbooks]( "Nature of Science in General Chemistry Textbooks")
Nature of Science in General Chemistry Textbooks15,99 €![Chemistry Education and Contributions from History and Philosophy of Science]( "Chemistry Education and Contributions from History and Philosophy of Science")
Chemistry Education and Contributions from History and Philosophy of Science81,99 €![Evolving Nature of Objectivity in the History of Science and its Implications for Science Education]( "Evolving Nature of Objectivity in the History of Science and its Implications for Science Education")
Evolving Nature of Objectivity in the History of Science and its Implications for Science Education37,99 €![The Nature of Science in Science Education]( "The Nature of Science in Science Education")
The Nature of Science in Science Education116,99 €![Developing Models in Science Education]( "Developing Models in Science Education")
Developing Models in Science Education116,99 €![Teaching Science with Context]( "Teaching Science with Context")
Teaching Science with Context74,99 €![Critical Appraisal of Physical Science as a Human Enterprise]( "Critical Appraisal of Physical Science as a Human Enterprise")
Critical Appraisal of Physical Science as a Human Enterprise101,99 €
It goes without saying that atomic structure, including its dual wave-particle nature, cannot be demonstrated in the classroom. Thus, for most science teachers, especially those in physics and chemistry, the textbook is their key resource and their students' core source of information. Science education historiography recognizes the role played by the history and philosophy of science in developing the content of our textbooks, and with this in mind, the authors analyze more than 120 general chemistry textbooks published in the USA, based on criteria derived from a historical reconstruction of wave-particle duality.
They come to some revealing conclusions, including the fact that very few textbooks discussed issues such as the suggestion, by both Einstein and de Broglie, and before conclusive experimental evidence was available, that wave-particle duality existed. Other large-scale omissions included de Broglie's prescription for observing this duality, and the importance of the Davisson-Germer experiments, as well as the struggle to interpret the experimental data they were collecting. Also untouched was the background to the role played by Schrödinger in developing de Broglie's ideas. The authors argue that rectifying these deficiencies will arouse students' curiosity by giving them the opportunity to engage creatively with the content of science curricula. They also assert that it isn't just the experimental data in science that matters, but the theoretical insights and unwonted inspirations, too. In addition, the controversies and discrepancies in the theoretical and experimental record are key drivers in understanding the development of science as we know it today.
They come to some revealing conclusions, including the fact that very few textbooks discussed issues such as the suggestion, by both Einstein and de Broglie, and before conclusive experimental evidence was available, that wave-particle duality existed. Other large-scale omissions included de Broglie's prescription for observing this duality, and the importance of the Davisson-Germer experiments, as well as the struggle to interpret the experimental data they were collecting. Also untouched was the background to the role played by Schrödinger in developing de Broglie's ideas. The authors argue that rectifying these deficiencies will arouse students' curiosity by giving them the opportunity to engage creatively with the content of science curricula. They also assert that it isn't just the experimental data in science that matters, but the theoretical insights and unwonted inspirations, too. In addition, the controversies and discrepancies in the theoretical and experimental record are key drivers in understanding the development of science as we know it today.
From the reviews:
"'This study provides science teachers with various historically based presentations which provide the necessary backgorund for improving students' understanding of wave-particle duality.' ... The book contains a useful set of references for those wanting to read some of the original publications of the early twentieth century and some of the more recent reflective secondary works. ... the succinct compilation of historical data is a most useful source for lecturers teaching tertiary chemistry." (K. C. de Berg, Science & Education, January, 2013)
"'This study provides science teachers with various historically based presentations which provide the necessary backgorund for improving students' understanding of wave-particle duality.' ... The book contains a useful set of references for those wanting to read some of the original publications of the early twentieth century and some of the more recent reflective secondary works. ... the succinct compilation of historical data is a most useful source for lecturers teaching tertiary chemistry." (K. C. de Berg, Science & Education, January, 2013)