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001 978-94-007-1920-0
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005 20140220083835.0
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008 110718s2011 ne | s |||| 0|eng d
020 _a9789400719200
_9978-94-007-1920-0
024 7 _a10.1007/978-94-007-1920-0
_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 _aNature of Science in General Chemistry Textbooks
_h[electronic resource] /
_cby Mansoor Niaz, Arelys Maza.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2011.
300 _aVIII, 43 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 ;
_v2
505 0 _aAcknowledgments -- Introduction -- Criteria for evaluation of general chemistry textbooks -- Evaluation of general chemistry textbooks: Results and discussion -- Conclusion and educational implications -- References -- Appendix A -- Appendix B -- Index.
520 _aResearch in science education has recognized the importance of history and philosophy of science (HPS). Nature of science (NOS) is considered to be an essential part of HPS with important implications for teaching science. The role played by textbooks in developing students’ informed conceptions of NOS has been a source of considerable interest for science educators. In some parts of the world, textbooks become the curriculum and determine to a great extent what is taught and learned in the classroom. Given this background and interest, this monograph has evaluated NOS in university level general chemistry textbooks published in U.S.A. Most textbooks in this study provided little insight with respect to the nine criteria used for evaluating NOS. Some of the textbooks, however, inevitably refer to HPS and thus provide guidelines for future textbooks. A few of the textbooks go into considerable detail to present the atomic models of Dalton, Thomson, Rutherford, Bohr and wave mechanical to illustrate the tentative nature of scientific theories --- an important NOS aspect. These results lead to the question: Are we teaching science as practiced by scientists? An answer to this question can help us to understand the importance of NOS, by providing students an HPS-based environment, so that they too (just like the scientists) feel the thrill and excitement of discovering new things. This monograph provides students and teachers guidelines for introducing various aspects of NOS, based on historical episodes.
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 _aPhilosophy of Science.
650 2 4 _aHistory of Science.
700 1 _aMaza, Arelys.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400719194
830 0 _aSpringerBriefs in Education,
_x2211-1921 ;
_v2
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-1920-0
912 _aZDB-2-SHU
999 _c109589
_d109589