Nature of Science in General Chemistry Textbooks
Research 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
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Mansoor Niaz Arelys Maza •
Nature of Science in General Chemistry Textbooks
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Prof. Mansoor Niaz Epistemology of Science Group Department of Chemistry Universidad de Oriente Apartado Postal 90 6101 Cumaná, Estado Sucre Venezuela e-mail: [email protected]
Prof. Arelys Maza Epistemology of Science Group Department of Chemistry Universidad de Oriente Apartado Postal 90 6101 Cumaná, Estado Sucre Venezuela e-mail: [email protected]
ISSN 2211-1921 ISBN 978-94-007-1919-4 DOI 10.1007/978-94-007-1920-0
e-ISSN 2211-193X e-ISBN 978-94-007-1920-0
Springer Dordrecht Heidelberg London New York Ó Mansoor Niaz 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Cover design: eStudio Calamar, Berlin/Figueres Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Acknowledgments
Research reported here was supported in part by various grants from Consejo de Investigación, Universidad de Oriente (Venezuela). We would like to express our sincere thanks to the following members of our research group who participated in various stages of research by suggesting improvements that helped to clarify underlying issues related to nature of science: Ysmandi Páez, and Luis A. Montes. We have also benefitted from discussions and criticisms at different stages from: Fouad Abd-El-Khalick (University of Illinois at Urbana-Champaign), Stephen Klassen (University of Winnipeg) and Liberato Cardellini (Università Politecnica delle Marche, Italy). The two anonymous reviewers provided constructive criticisms, which helped to improve the monograph. A special word of thanks is due to Bernadette Ohmer, Publishing Editor at Springer (Dordrecht) for her support and encouragement throughout the different stages preceding publication.
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Contents
1
Nature of Science in General Chemistry Textbooks . . . . . . . . . . . . 1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 Criteria for Evaluation of General Chemistry Textbooks . . . . . . 1.2.1 Criterion 1: Tentative Nature of Scientific Theories . . . . 1.2.2 Criterion 2: Laws and Theories Serve Different Roles in Science (Theories Do Not Become Laws Even with Additional Evidence) . . . . . . . . . . . . . . . . . . . . . . 1.2.3 Criterion 3: There is No Universal Step-by-Step Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2.4 Criterion 4: Observations are Theory-Laden . . . . . . . . . . 1.2.5 Criterion 5: Scientific Knowledge Relies Heavily, but Not Entirely, on Observation, Experimental Evidence, Rational Arguments, Creativity and Skepticism . . . . . . . . . . . .
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