Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education
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Freire_IJSE_2019.pdf
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2020-08-18
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ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTDCitation
Melquesedeque Freire, Vicente Talanquer & Edenia Amaral (2019) Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education, International Journal of Science Education, 41:5, 674-692, DOI: 10.1080/09500693.2019.1578001Rights
© 2019 Informa UK Limited, trading as Taylor & Francis GroupCollection Information
This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.Abstract
Understanding the nature of chemical thinking and action, as well as their application and impact on our world should be central goals of chemistry education at all educational levels. However, traditional school chemistry is still mostly focused on having students learn the body of declarative knowledge built over the years in the discipline. Achieving changes in curriculum and teaching practices in this context remains a challenging task. Studies in the history and philosophy of the discipline suggest that chemistry has unique characteristics that need to be recognised and considered in chemistry education. Many of these studies point to a pluralism in the discipline, and in the understanding of and about chemistry, that should be characterised and incorporated into our educational models. In this essay, we have attempted to build such a characterisation using conceptual profiles theory to propose a framework that can be used to enrich and support the thinking and action of chemistry teachers at all educational levels.Note
18 month embargo; published online: 18 February 2019ISSN
0950-06931464-5289
Version
Final accepted manuscriptAdditional Links
https://www.tandfonline.com/doi/full/10.1080/09500693.2019.1578001Scopus Count
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