Unit:
Κατεύθυνση Διδακτική της ΧημείαςLibrary of the School of Science
Supervisors info:
Μαυρομούστακος Θωμάς, Καθηγητής, Τμήμα Χημείας, ΕΚΠΑ
Original Title:
Χημικοί συλλογισμοί που χρησιμοποιούν πτυχιούχοι Χημείας και μαθητές Λυκείου στις εξηγήσεις τους για κοινωνικο-επιστημονικά θέματα
Translated title:
Chemical reasoning used by chemists and high school students in their explanations about socioscientific issues
Summary:
Mechanistic reasoning in chemistry is a key aspect of chemical reasoning, which is based on chemical knowledge and information and its use in explanations is an important goal of chemical education. In this study, model high school students’ and chemists’ chemical reasoning in written explanations concerning a socioscientific issue such as climate change and alternative fuels was under investigation. Data were analysed using two frameworks based on the philosophical aspect of mechanistic reasoning (identification of system components and relationships between them). The analysis revealed that both groups include a variety of types of chemical reasoning (descriptive, relational, simple causal, emerging mechanistic) in their explanations. Also, chemists tend to reason more mechanistically than students but the latter can sometimes think in that way, as well. The role of the questions’ type and wording and the socioscientific framework seems to be crucial.
Main subject category:
Science
Keywords:
scientific reasoning, chemical reasoning, mechanistic reasoning, novice-expert comparison, socioscientific issue, climate change, global warming
