The Development of Dalton`s Atomic Theory as a Case Study in the History of Science: Reflections for Educators in Chemistry

The inclusion of the history of science in science curricula-and specially, in the curricula of science teachers-is a trend that has been followed in several countries. The reasons advanced for the study of the history of science are manifold. This paper presents a case study in the history of chemistry, on the early developments of John Dalton`s atomic theory. Based on the case study, several questions that are worth discussing in educational contexts are pointed out. It is argued that the kind of history of science that was made in the first decades of the twentieth century (encyclopaedic, continuist, essentially anachronistic) is not appropriate for the development of the competences that are expected from the students of sciences in the present. Science teaching for current days will benefit from the approach that may be termed the ""new historiography of science"".

The American journal of science and arts.

Description based on: Vol. 2, no. 2 (Nov. 1820).

An investigation into the nature and consequences of teachers' implicit philosophies of science

The aims of this study were to investigate the beliefs concerning the philosophy of science held by practising science teachers and to relate those beliefs to their pupils' understanding of the philosophy of science. Three philosophies of science, differing in the way they relate experimental work to other parts of the scientific enterprise, are described. By the use of questionnaire techniques, teachers of four extreme types were identified. These are: the H type or hypothetico-deductivist teacher, who sees experiments as potential falsifiers of hypotheses or of logical deductions from them; the I type or inductivist teacher, who regards experiments mainly as a way of increasing the range of observations available for recording before patterns are noted and inductive generalisation is carried out; the V type or verificationist teacher, who expects experiments to provide proof and to demonstrate the truth or accuracy of scientific statements; and the 0 type, who has no discernible philosophical beliefs about the nature of science or its methodology. Following interviews of selected teachers to check their responses to the questionnaire and to determine their normal teaching methods, an experiment was organised in which parallel groups were given H, I and V type teaching in the normal school situation during most of one academic year. Using pre-test and post-test scores on a specially developed test of pupil understanding of the philosophy of science, it was shown that pupils were positively affected by their teacher's implied philosophy of science. There was also some indication that V type teaching improved marks obtained in school science examinations, but appeared to discourage the more able from continuing the study of science. Effects were also noted on vocabulary used by pupils to describe scientists and their activities.

Studies in the philosophy of history and the new science of sociology.

"Developed from the lectures delivered to the senior class in the university of Mississippi, during the second term of 1884."

The crown book of the beautiful, the wonderful, and the wise : presenting in attractive forms some of the most notable things in poetic literature, in science and in art, in history and biography, in earth, sea and sky, in philosophy and music /

Title within ornamental border, title in red and black.

Elements of the philosophy of plants: containing the principles of scientific botany ... with a history of the science, and practical illustrations.

Translated from Candolle and Sprengel's Grundzüge der wissenschaftlichen Pflanzenkunde, Leipzig, 1820, of which pt. 1-3 were an extract from Candolle's Théorie élémentaire de la botanique, 2. éd., Paris, 1819.

History and Epistemology of Science in the Classroom: The Synthesis of Quinine as a Proposal

The history of the quinine synthesis can be used as a case study to emphasize that science is influenced by social and historical processes. The first efforts toward the synthesis of this substance, which until recently was the only treatment for malaria, were by Perkin in 1856 when, trying to obtain quinine,,. he synthesized mauveine. Since then, the quest for the total synthesis of quinine involved several characters in a web of controversies. A major step in this process was made in 1918 by Rabe and Kindler, who proposed the synthesis of quinine from quinotoxine. Twenty-six years later, after obtaining the total synthesis of quinotoxine, Woodward and Doering announced the total synthesis of quinine. However, the lack of experimental details about Rabe and Kindler's process, associated with Woodward and Doering's failure to reproduce it, raised a series of doubts about the synthesis. Stork and colleagues questioned the veracity of the experimental data and even the scientific reputation of the involved researchers. Doubts remained alive until 2008, when Williams and Smith reported, not without reservations, the reproducibility of Rabe and Kindler's protocol. The scientific knowledge as a social and historical development, its legitimating process, and the absence of neutrality in science constitute aspects that can be discussed from this case study, providing significant contributions to science education, in particular, to the initial or continued training of chemistry teachers.

The best books: a reader's guide to the choice of the best available books (about 100,000) in every department of science, art, and literature, with the dates of the first and last editions, and the prize, size and publisher's name (both English and American) of each book; a contribution towards systematic bibliography,

None of the American edition published after part 4. Parts 5 and 6 have imprinted: London, G, Routledge and sond, limited, 1931-35.

Critical essays on a few subjects connected with the history and present condition of speculative philosophy /

Locke and the transcendentalists -- Kant and his philosophy -- Fichte's exposition of Kant : philosophy applied to theology -- The philosophy of Cousin -- Paley : the argument for the being of a God -- Subject continued : the union of theology and metaphysics -- Berkeley and his philosophy -- Elements of moral science -- Political ethics.