Scientific Perspectivism in Secondary-School Chemistry Education

Integrating Concepts and Skills in Chemical Thinking

Datos Bibliográficos

ID21585751
AutoresIlse Landa (Vrije Universiteit Amsterdam), Hanna Westbroek (0000-0001-9538-0613, Vrije Universiteit Amsterdam, autor de correspondencia), Fred Janssen (0000-0002-7344-7693, Leiden University), Jacqueline van Muijlwijk (Vrije Universiteit Amsterdam), Martijn Meeter (0000-0002-5112-6717, Vrije Universiteit Amsterdam)
Año2020
Volumen29
Número5
Páginas1361-1388
Fecha de publicación2020-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience & Education (JOURNAL)
Identificadores de la revistaISSN: 0926-7220 • E-ISSN: 1573-1901
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11191-020-00145-3
OpenAlexW3048126044
IdiomaEN
Citas recibidas6
Referencias citadas29

The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific perspectivism (Giere 2010; Wimsatt 2007; Thagard 2012). Scientific perspectivism states that, within each general domain, several broadly accepted theoretical models exist side by side. These general theoretical models, or theoretical perspectives , determine which research questions are generated, which types of models are developed, and which criteria are important for evaluating models. A theoretical perspective can be captured in a core reasoning that embodies the fundamental relationship between model and the “real world.” Starting with their most basic form, perspectives can be used in learning how to reason about all types of ill-structured problems, directing and organizing knowledge development, and integrating knowledge and skills. The study is part of a research project on how perspectivism can be applied to the design of secondary-school chemistry education. This particular study concerns the identification, elaboration, and validation of four chemical perspectives for secondary-school chemistry education. We use these perspectives to indicate the consequences of taking a perspectivism approach to a curriculum framework. We conclude with discussing the consequences for secondary chemistry curriculum

Chemistry Education · Curiosity · Curriculum · Epistemology · Mathematics education · Pedagogy · Perspectivism · Scientific thinking · Chemistry · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Philosophy · Psychology · Science Education and Pedagogy · Social Psychology · Artificial Intelligence