PHILOSOPHICAL PERSPECTIVES THAT DESCRIBE HOW THE WORK IN CHEMISTRY EDUCATION

The relationship between chemistry (science) education and philosophical aspects of chemistry (science) has a long history. According to [7], over the last 100 years, there have been three major movements in philosophy of chemistry (science): empiricism, historicism, and naturalized philosophy of science. But the historical reconstructions of science content are not as fruitful as many science educators would like us to believe [25,26] and the development of new perspectives on how philosophical aspects of chemistry can inform education has had rather slow progress [8]. Interestingly, a recent review of the literature in chemistry education has recognized the need for research in chemistry education based on history and philosophy of science, while the philosophy of chemistry is gradually emerging as a distinctive epistemology for chemistry [28] --- More work that investigates what constitutes the nature of chemistry [2] --- philosophically, epistemologically, and historically--how it may become integrated into the curriculum is needed so that a better understanding of what chemistry education is all about may be obtained [32]. A crucial question is thus raised for teacher chemical education: What pedagogical content knowledge do teachers need to have in order to support the learning of philosophical perpectives themes in chemistry education? Philosophers think about the meaning of things and interpretation of that meaning. There is a constant need to update the skills of teachers engaged in teaching chemistry, and so chemistry education speaks to this need [31].