The Development of Dalton's Atomic Theory as a Case Study in the History of Science: Reflections for Educators in Chemistry

Autor/inn/en	Viana, Helio Elael Bonini; Porto, Paulo Alves
Titel	The Development of Dalton's Atomic Theory as a Case Study in the History of Science: Reflections for Educators in Chemistry
Quelle	In: Science & Education, 19 (2010) 1, S.75-90 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-008-9182-2
Schlagwörter	Science History; Historiography; Science Teachers; Curriculum; Chemistry; Science Instruction; Case Studies; Theories + Suchen Sie Ihr Suchwort? History of science; Wissenschaftsgeschichte; Geschichtsschreibung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Curricula; Lehrplan; Rahmenplan; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Theory; Theorie
Abstract	The inclusion of the history of science in science curricula--and specially, in the curricula of science teachers--is a trend that has been followed in several countries. The reasons advanced for the study of the history of science are manifold. This paper presents a case study in the history of chemistry, on the early developments of John Dalton's atomic theory. Based on the case study, several questions that are worth discussing in educational contexts are pointed out. It is argued that the kind of history of science that was made in the first decades of the twentieth century (encyclopaedic, continuist, essentially anachronistic) is not appropriate for the development of the competences that are expected from the students of sciences in the present. Science teaching for current days will benefit from the approach that may be termed the "new historiography of science". (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10