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Improving chemistry teacher education with the philosophy of chemistry

Sibel Erduran and Ebru Kaya: Transforming teacher education through the epistemic core of chemistry: empirical evidence and practical strategies, Springer, Cham, 2019, xxiv + 189 pp, ISBN 978-3-030-15325-0

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Notes

  1. See, for instance, the works by Michael Matthews (Australia), Richard Duschl (USA), Derek Hodson (Canada), John Gilbert (UK), Jean-François Le Maréchal (France), Mercè Izquierdo-Aymerich (Spain), José Antonio Chamizo (Mexico), Rosária Justi (Brazil).

  2. Erduran, S., & Dagher, Z. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Dordrecht: Springer.

  3. See presentations, articles, chapters and books by Nelson Bejarano (Brazil), Olimpia Lombardi and Martín Labarca (Argentina), Mansoor Niaz (Venezuela), Marcos Antonio Pinto Ribeiro (Brazil), Eric Scerri (USA), etc.

  4. Eric Scerri’s provocative 1997 paper [Scerri, E. (1997). Are chemistry and philosophy miscible? The Chemical Intelligencer, 3, 44–46], although not strictly devoted to chemical education, is usually signalled as marking the starting point of the fruitful interaction between the two fields. One of the earliest examples of such an interaction is Sibel’s seminal paper at the beginning of the century [Erduran, S. (2001). Philosophy of chemistry: An emerging field with implications for chemical education. Science & Education, 10, 581–593].

  5. Didactical research and innovation founded on these authors’ ideas can be seen in the academic production of Maria Develaki (Greece), Ismo Koponen (Finland), Cynthia Passmore (USA), Phil Seok Oh (South Korea) and the author of this review, among other scholars.

  6. The notion of didactical transposition comes from the well-established French theoretical tradition in didactics of mathematics and of science; it is especially connected to the figure of Yves Chevallard.

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  1. CONICET/Instituto CeFIEC, Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires, Ciudad Autónoma de Buenos Aires, Argentina

    Agustín Adúriz-Bravo

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Adúriz-Bravo, A. Improving chemistry teacher education with the philosophy of chemistry. Found Chem 23, 459–463 (2021). https://doi.org/10.1007/s10698-021-09409-4

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