Reconstruction of Wave-Particle Duality and its Implications for General Chemistry Textbooks - nouveau livre

EAN (ISBN-13): 9789400743960
ISBN (ISBN-10): 9400743963
Date de parution: 2012
Editeur: Springer Netherland
46 Pages
Langue: eng/Englisch

Livre dans la base de données depuis 2012-09-11T15:51:18+02:00 (Paris)
Page de détail modifiée en dernier sur 2022-12-09T19:42:23+01:00 (Paris)
ISBN/EAN: 9400743963

ISBN - Autres types d'écriture:
94-007-4396-3, 978-94-007-4396-0
Autres types d'écriture et termes associés:
Auteur du livre: marcano, manso, marca, niaz mansoor
Titre du livre: chemistry general, reconstruction, the wave

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Données de l'éditeur

Auteur: Mansoor Niaz; Cecilia Marcano
Titre: SpringerBriefs in Education; Reconstruction of Wave-Particle Duality and its Implications for General Chemistry Textbooks
Editeur: Springer; Springer Netherland
46 Pages
Date de parution: 2012-04-26
Dordrecht; NL
Langue: Anglais
50,28 € (DE)
51,70 € (AT)
66,50 CHF (CH)
Available
VIII, 46 p.

EA; E107; eBook; Nonbooks, PBS / Pädagogik/Erwachsenenbildung; Fachspezifischer Unterricht; Verstehen; Agent-based Modeling; Agent-oriented Software Engineering; Complex Adaptive Systems; Complex Networks; learning and instruction; C; Science Education; Teaching and Teacher Education; Instructional Psychology; History of Science; Philosophy of Science; Education; Naturwissenschaften, allgemein; Lehrerausbildung; Pädagogische Psychologie; Geschichte der Naturwissenschaften; Wissenschaftsphilosophie und -theorie; BC

It 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.

Introduction: 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.

From the reviews:

It 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.

Historical reconstructions are very different from textbook presentations History and philosophy of science are important sources for motivating students Scientific progress is characterized by theoretical insight, experiments and controversies Wave-particle duality is crucial for understanding modern atomic structure Presentation of wave-particle duality within a historical context can facilitate students’ conceptual understanding Includes supplementary material: sn.pub/extras