Developing Epistemologically Empowered Teachers: Examining the Role of Philosophy of Chemistry in Teacher Education

Autor/inn/en	Erduran, Sibel; Bravo, Agustin Aduriz; Naaman, Rachel Mamlok
Titel	Developing Epistemologically Empowered Teachers: Examining the Role of Philosophy of Chemistry in Teacher Education
Quelle	In: Science & Education, 16 (2007) 9-10, S.975-989 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-006-9072-4
Schlagwörter	Teacher Education; Chemistry; Science Teachers; Epistemology; Science Instruction; Philosophy; Educational History; Models; Literature Reviews; Comprehension; Scientific Concepts + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Erkenntnistheorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Philosophie; History of education; Bildungsgeschichte; Analogiemodell; Verstehen; Verständnis
Abstract	History and philosophy of science have been widely promoted in science teacher education for several decades. However the application of themes from philosophy of science in science teacher education has been rather broad and not particular relative to the domain-specific features of the science in question. The purpose of this paper is to investigate how the new field of philosophy of chemistry can contribute to science teacher education. Since the beginning of the 1990s, philosophy of chemistry has emerged as a relatively new branch of philosophy of science examining the distinctive nature of chemical knowledge. Some implications of this domain in chemical education have been investigated although the research territory in this area remains underdeveloped. The paper is intended to contribute to this area of research by focusing on a particular theme, the microscopic/macroscopic relationship (or the so-called "supervenience" problem) in the context of models and modelling. Literature review of students' and teachers' understanding of models and modelling in chemistry highlights the importance of incorporating the epistemological aspects of related chemical concepts. The implications for teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10