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  Home > JCE Print > Journal of Chemical Education > Issues > 2001  > May  >
Chemistry for Everyone
Using History to Teach Scientific Method: The Role of Errors
Carmen J. Giunta
Department of Chemistry, LeMoyne College, Syracuse, NY 13214
Cover
May 2001
Vol. 78 No. 5
p. 623
Abstract
Including tales of error along with tales of discovery is desirable in any use of history of science to teach about science. Tales of error, particularly when they involve justly well-regarded historical figures, serve to avoid two pitfalls to which use of historical material in science teaching is otherwise susceptible. Acknowledging the false steps of great scientists avoids putting those scientists on a pedestal and illustrates that there is no automatic or mechanical scientific method. This paper lists five kinds of error with examples of each from the development of chemistry in the 18th and 19th centuries: erroneous theories (such as phlogiston), seeing a new phenomenon everywhere one seeks it (e.g., Lavoisier and the decomposition of water), theories erroneous in detail but nonetheless fruitful (e.g., Dalton's atomic theory), rejection of correct theories (e.g., Avogadro's hypothesis), and incoherent insights (e.g., J. A. R. Newlands' classification of the elements).
More Information
*  Citation
 Giunta, Carmen J. J. Chem. Educ. 2001 78 623.
*  Keywords
 General Chemistry; History / Philosophy; Nonmajor Courses; Periodicity / Periodic Table; Teaching / Learning Aids
*  History
 Created:
Last Updated:		 March 22, 2001
April 14, 2005
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