Dr. Keith S. Taber
Publication:
Taber, K. S. (2003)
Facilitating science learning in the inter-disciplinary matrix - some perspectives
on teaching chemistry and physics
Chemistry Education: Research and Practice
4 (2), pp.103-114.
Abstract:
Chemistry and physics are often considered as two well established
and closely linked scientific disciplines. As well as there being recognised
common ground between the two subjects, it is generally accepted that key
aspects of chemistry are supported by a foundation of physics. The present
editorial article introduces a suite of papers exploring aspects of the theme
'teaching chemistry and physics'. It is suggested that common perceptions
of the relationship between chemistry and physics as neighbouring scientific
disciplines may be over-simplistic. The present major division of science
into biology, chemistry and physics is considered to be both historically
contingent, and possibly passé. In any case a subject such as chemistry
can only be considered as a unitary scientific discipline to a limited extent,
as within chemistry there are distinct disciplinary traditions (or 'paradigms').
It is known that students do not always integrate their science knowledge
as teachers might hope, but this may reflect the way scientists themselves
work within a paradigm. These papers on 'teaching chemistry and physics' raise
some important questions that should be of concern to those teaching aspects
of chemistry whether in school, college or university.
KEY-WORDS: chemistry & physics; integration of knowledge; disciplinary
structure; paradigms and disciplinary matrices; research questions; history
of science