Settling the Score

Autor/inn/en	Askew, Jennifer; Gray, Ron
Titel	Settling the Score
Quelle	In: Science Teacher, 83 (2016) 8, S.49-54 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Instruction; Chemistry; Molecular Structure; Scientific Concepts; Concept Formation; Science History; Scientists; Scientific Principles + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Concept learning; Begriffsbildung; History of science; Wissenschaftsgeschichte; Scientist; Wissenschaftler
Abstract	British scientist John Dalton (1766-1844), French scientist Joseph Louis Gay-Lussac (1778-1850), and Italian scientist Amedeo Avogadro (1776-1856) are familiar to many chemistry students. Such students may understand the importance of Dalton's atomic theory, model how Gay-Lussac's law relates the pressure and the temperature of a gas, and use Avogadro's number to correctly convert between the atomic and the macroscopic. However, these historical scientists contributed far more to the development of modern chemistry than most students might realize. To illuminate their contributions, the author designed a lesson grounded in Avogadro's settling of a debate between Gay-Lussac and Dalton on how atoms combine at the simplest level. The story of the discovery of atomic bonding can improve students' basic understanding of chemistry. In the early 19th century, scientists were trying to differentiate between elements (containing a single type of atom) and compounds (more complex substances containing multiple types of atoms). They were also searching for the process by which atoms combine. The debate among Gay-Lussac, Dalton, and Avogadro is essential to this story. During a two-day lesson, the author introduces this historical debate before moving on to atomic structure and bonding. The resulting class discussion addresses the nature of science, promotes productive struggle, develops critical-thinking skills, and aligns with the "Next Generation Science Standards." (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01