Even though philosophical themes in science education have been advocated for several decades, little attention has been paid to how these themes can be contextualized in the teaching of a particular domain of science. The purpose of this paper is to provide an example theoretical framework for applying a philosophical theme, reduction, in chemistry education. The inclusion of the concept lsquoreductionrsquo in chemistry education not only elaborates on this important philosophical thesis in the specific context of chemistry but also it might offer some insight into how studentsrsquo interest in philosophical aspects of chemistry might be stimulated. The consideration of concepts such as chemical composition, molecular structure and bonding in chemistry of water provides an example for the application of lsquoreductionrsquo in chemistry education. The water example also promotes the reflection on the microscopic, macroscopic and symbolic features of substances, themes which are repeatedly covered in secondary as well as tertiary chemical education. Some implications include the need for restructuring the curriculum in higher education to be more inclusive of the controversial nature of quantum mechanical applications in chemistry.
|Translated title of the contribution||Applying the philosophical concept of reduction to the chemistry of water: implications for chemical education|
|Pages (from-to)||161 - 171|
|Number of pages||11|
|Journal||Science and Education|
|Publication status||Published - Feb 2005|