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    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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    Final Accepted Manuscript
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    Author
    Freire, Melquesedeque
    Talanquer, Vicente
    Amaral, Edenia
    Affiliation
    Univ Arizona, Dept Chem & Biochem
    Issue Date
    2019-03-24
    Keywords
    Chemistry
    chemistry education
    nature of chemistry
    
    Metadata
    Show full item record
    Publisher
    ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
    Citation
    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: 10.1080/09500693.2019.1578001
    Journal
    INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
    Rights
    © 2019 Informa UK Limited, trading as Taylor & Francis Group.
    Collection 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 2019
    ISSN
    0950-0693
    1464-5289
    DOI
    10.1080/09500693.2019.1578001
    Version
    Final accepted manuscript
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/09500693.2019.1578001
    ae974a485f413a2113503eed53cd6c53
    10.1080/09500693.2019.1578001
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    UA Faculty Publications

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