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Keith
S. TABER
ABSTRACT: Chemistry and physics are often considered as two well established and closely linked scientific disciplines. As well as there being recognised common ground between the two subjects, it is generally accepted that key aspects of chemistry are supported by a foundation of physics. The present editorial article introduces a suite of papers exploring aspects of the theme 'teaching chemistry and physics'. It is suggested that common perceptions of the relationship between chemistry and physics as neighbouring scientific disciplines may be over-simplistic. The present major division of science into biology, chemistry and physics is considered to be both historically contingent, and possibly passe. In any case a subject such as chemistry can only be considered as a unitary scientific discipline to a limited extent, as within chemistry there are distinct disciplinary traditions (or 'paradigms'). It is known that students do not always integrate their science knowledge as teachers might hope, but this may reflect the way scientists themselves work within a paradigm. These papers on 'teaching chemistry and physics' raise some important questions that should be of concern to those teaching aspects of chemistry whether in school, college or university. [Chem. Educ. Res. Pract.: 2003, 4, 103-114] KEY WORDS: chemistry & physics; integration of knowledge; disciplinary structure; paradigms and disciplinary matrices; research questions; history of science CORRESPONDENCE: Keith S. TABER, University of Cambridge, Faculty of Education, Homerton Site, Hills Road, Cambridge, CB2 2PH; fax. +44 (0)1223 507120; e-mail: kst24@cam.ac.uk
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