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020 |a9789400719200|9978-94-007-1920-0
024 7 |a10.1007/978-94-007-1920-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQ181-183.4
072 7|aJNU|2bicssc
072 7|aPD|2bicssc
072 7|aSCI063000|2bisacsh
072 7|aJNU|2thema
072 7|aPD|2thema
082 04|a507.1|223
090 |aDK/13431
100 1 |aNiaz, Mansoor.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aNature of Science in General Chemistry Textbooks|h[electronic resource] /|cby Mansoor Niaz, Arelys Maza.
250 |a1st ed. 2011.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2011.
300 |aVIII, 43 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aSpringerBriefs in Education,|x2211-193X
505 0 |aAcknowledgments -- Introduction -- Criteria for evaluation of general chemistry textbooks -- Evaluation of general chemistry textbooks: Results and discussion -- Conclusion and educational implications -- References -- Appendix A -- Appendix B -- Index.
520 |aResearch 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 developing students’ informed conceptions of NOS has been a source of considerable interest for science educators. In some parts of the world, textbooks become the curriculum and determine to a great extent what is taught and learned in the classroom. Given this background and interest, this monograph has evaluated NOS in university level general chemistry textbooks published in U.S.A. Most textbooks in this study provided little insight with respect to the nine criteria used for evaluating NOS. Some of the textbooks, however, inevitably refer to HPS and thus provide guidelines for future textbooks. A few of the textbooks go into considerable detail to present the atomic models of Dalton, Thomson, Rutherford, Bohr and wave mechanical to illustrate the tentative nature of scientific theories --- an important NOS aspect. These results lead to the question: Are we teaching science as practiced by scientists? An answer to this question can help us to understand the importance of NOS, by providing students an HPS-based environment, so that they too (just like the scientists) feel the thrill and excitement of discovering new things. This monograph provides students and teachers guidelines for introducing various aspects of NOS, based on historical episodes.
650 0|aScience|xStudy and teaching.
650 0|aTeachers|xTraining of.
650 0|aLearning, Psychology of.
650 0|aScience|xPhilosophy.
650 0|aScience|xHistory.
650 14|aScience Education.
650 24|aTeaching and Teacher Education.
650 24|aInstructional Psychology.
650 24|aPhilosophy of Science.
650 24|aHistory of Science.
700 1 |aMaza, Arelys.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400719194
776 08|iPrinted edition:|z9789400719217
830 0|aSpringerBriefs in Education,|x2211-193X
856 40|uhttps://doi.org/10.1007/978-94-007-1920-0
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)