000			04002nam a22005295i 4500
001			978-94-007-4396-0
003			DE-He213
005			20140220083346.0
007			cr nn 008mamaa
008			120425s2012 ne | s |||| 0|eng d
020			_a9789400743960 _9978-94-007-4396-0
024	7		_a10.1007/978-94-007-4396-0 _2doi
050		4	_aLC8-6691
072		7	_aJNU _2bicssc
072		7	_aPD _2bicssc
072		7	_aSCI063000 _2bisacsh
082	0	4	_a507.1 _223
100	1		_aNiaz, Mansoor. _eauthor.
245	1	0	_aReconstruction of Wave-Particle Duality and its Implications for General Chemistry Textbooks _h[electronic resource] / _cby Mansoor Niaz, Cecilia Marcano.
264		1	_aDordrecht : _bSpringer Netherlands, _c2012.
300			_aVIII, 46 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aSpringerBriefs in Education, _x2211-1921
505	0		_aIntroduction: A Brief Review of Textbook Analyses based on a History and Philosoph of Science Perspective -- Historical Reconstruction of Wave-Particle Duality -- Criteria for Evaluation of General Chemistry Textbooks -- Evaluation of General Chemistry Textbooks: Results and Discussion -- Conclusions and Educational Implications -- References -- Appendix A List of General Chemistry Textbooks Analyzed in this Study (n=128) -- Appendix B Reliability of Evaluation of General Chemistry Textbooks based on Inter-Rater Agreement.
520			_aIt goes without saying that atomic structure, including its dual wave-particle nature, cannot be demonstrated in the classroom. Thus, for most science teachers, especially those in physics and chemistry, the textbook is their key resource and their students’ core source of information. Science education historiography recognizes the role played by the history and philosophy of science in developing the content of our textbooks, and with this in mind, the authors analyze more than 120 general chemistry textbooks published in the USA, based on criteria derived from a historical reconstruction of wave-particle duality. They come to some revealing conclusions, including the fact that very few textbooks discussed issues such as the suggestion, by both Einstein and de Broglie, and before conclusive experimental evidence was available, that wave-particle duality existed. Other large-scale omissions included de Broglie’s prescription for observing this duality, and the importance of the Davisson-Germer experiments, as well as the struggle to interpret the experimental data they were collecting. Also untouched was the background to the role played by Schrödinger in developing de Broglie’s ideas. The authors argue that rectifying these deficiencies will arouse students’ curiosity by giving them the opportunity to engage creatively with the content of science curricula. They also assert that it isn’t just the experimental data in science that matters, but the theoretical insights and unwonted inspirations, too. In addition, the controversies and discrepancies in the theoretical and experimental record are key drivers in understanding the development of science as we know it today.
650		0	_aEducation.
650		0	_aScience _xHistory.
650		0	_aScience _xPhilosophy.
650		0	_aScience _xStudy and teaching.
650	1	4	_aEducation.
650	2	4	_aScience Education.
650	2	4	_aTeaching and Teacher Education.
650	2	4	_aLearning & Instruction.
650	2	4	_aHistory of Science.
650	2	4	_aPhilosophy of Science.
700	1		_aMarcano, Cecilia. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789400743953
830		0	_aSpringerBriefs in Education, _x2211-1921
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-007-4396-0
912			_aZDB-2-SHU
999			_c104763 _d104763