Author Faculty (Discipline)

Science

Document Type

Article

Publication Date

7-2021

Early Online Version

1-25-2021

Journal

Foundations of Chemistry

Volume Number

23

Issue Number

2

Page Numbers

253-275

ISSN

1572-8463

Embargo Period

1-25-2022

ANZSRC / FoR Code

3499 Other chemical sciences

Reportable Items (HERDC/ERA)

C1

Peer Review

Before publication

Abstract

There are inherent difficulties in a subject like chemistry particularly the notion of a chemical reaction. In this paper the difficulties are discussed from a teaching and learning perspective and from a history of chemistry perspective. Three teaching/learning studies of the incompleteness of the iron(III) thiocyanate reaction in chemical equilibrium are reviewed and it is shown that a recent historical study of the iron(III) thiocyanate reaction has the potential to challenge the interpretation of the incompleteness of the reaction. This establishes a controversial context where students can be introduced to epistemic thinking, that is, how to interrogate chemistry data and form a conclusion which resonates with what we know about the nature of science. A curriculum suggestion for pre-service chemistry teachers is provided.

Link to publisher version (DOI)

https://doi.org/10.1007/s10698-020-09393-1

Comments

Used by permission: the author.

The article available for download is a post-peer-review, pre-copyedit version of an article published in Foundations of Chemistry. The final authenticated version is available online at: https://doi.org/10.1007/s10698-020-09393-1

Share

COinS