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  Home > JCE Print > Journal of Chemical Education > Issues > 2007  > January  >
Research: Science and Education
The Philosophy of Chemistry as a New Resource for Chemistry Education
Olimpia Lombardi
Facultad de Filosofía y Letras, CONICET, Universidad de Buenos Aires, Buenos Aires, Argentina

Martín Labarca
Filosofía e Historia de la Ciencia, Universidad Nacional de Quilmes, Buenos Aires, Argentina
Cover
January 2007
Vol. 84 No. 1
p. 187
Abstract
In this paper we address the problem of the relationship between chemistry and physics, and argue for the introduction of philosophical issues in teaching chemistry in order to better face this long-standing, subtle problem. In particular, we reject the widespread assumption of ontological reduction, which holds that although the properties of a chemical system cannot be effectively derived from physical properties, chemical entities—when analyzed in depth—are no more than physical entities. From our perspective, the ontological autonomy of the chemical world should be defended on the basis of an ontological pluralism that is philosophically grounded. In this sense, the philosophy of chemistry proves to be an essential resource for chemistry education, to the extent that it contributes to a better understanding of the nature of chemistry and its place in the context of natural sciences.
More Information
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Citation
Lombardi, Olimpia; Labarca, Martín G. J. Chem. Educ. 2007, 84, 187.
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Keywords
autonomy of chemistry; Graduate Education / Research; High School / Introductory Chemistry; History / Philosophy; Learning Theories; Misconceptions / Discrepant Events; model; philosophy of chemistry; Physical Properties; reductionism
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History
Created:
Last Updated:
12/5/2006
3/19/2007
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