Considering the history and philosophy of chemistry in the conceptualization and development of the curriculum

Authors

  • Vicente Talanquer University of Arizona

Keywords:

Chemical thought, curriculum, disciplinary practices, nature of chemistry.

Abstract

Historical and philosophical studies on ways of knowing, thinking, and acting in chemistry invite reflection on how to design learning environments and experiences that represent the discipline in more authentic and productive ways. In particular, this contribution describes and discusses the influence of this type of analysis on the conceptualization and development of an alternative chemistry curriculum. We characterize the effects of the historical-philosophical reflection on decisions related to how targeted knowledge, skills and attitudes are framed, and what disciplinary practices and ways of reasoning are developed.

Author Biography

Vicente Talanquer, University of Arizona

Profesor en la Universidad de Arizona. Autor o coautor de más de diez libros de primaria y secundaria y de más de cien artículos arbitrados de investigación en educación química y pensamiento docente. Su trabajo se centra en el estudio de las formas de razonamiento de los estudiantes y de los profesores de química.

Downloads

Issue

No. 29 (2021)

Section

Monografia: Filosofia de la química

License

The intellectual property of articles belongs to the respective authors.

On submitting articles for publication to the journal Educació Química, authors accept the following terms:

  1. Authors assign to Societat Catalana de Química (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles submitted for publication to Educació Química.
  2. Authors answer to Societat Catalana de Química for the authorship and originality of submitted articles.
  3. Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles.
  4. Societat Catalana de Química declines all liability for the possible infringement of intellectual property rights by authors.
  5. The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at https://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it.
  6. Educació Química is not responsible for the ideas and opinions expressed by the authors of the published articles.