caa a22 4500 463205898 CHVBK 20180405153126.0 cr unu---uuuuu 170326e20071001xx s 000 0 eng 10.1007/s11191-006-9072-4 doi (NATIONALLICENCE)springer-10.1007/s11191-006-9072-4 Developing epistemologically empowered teachers: examining the role of philosophy of chemistry in teacher education [Elektronische Daten] [Sibel Erduran, Agustin Bravo, Rachel Naaman] History and philosophy of science have been widely promoted in science teacher education for several decades. However the application of themes from philosophy of science in science teacher education has been rather broad and not particular relative to the domain-specific features of the science in question. The purpose of this paper is to investigate how the new field of philosophy of chemistry can contribute to science teacher education. Since the beginning of the 1990s, philosophy of chemistry has emerged as a relatively new branch of philosophy of science examining the distinctive nature of chemical knowledge. Some implications of this domain in chemical education have been investigated although the research territory in this area remains underdeveloped. The paper is intended to contribute to this area of research by focusing on a particular theme, the microscopic/macroscopic relationship (or the so-called ‘supervenience' problem) in the context of models and modelling. Literature review of students' and teachers' understanding of models and modelling in chemistry highlights the importance of incorporating the epistemological aspects of related chemical concepts. The implications for teacher education are discussed. Springer Science+Business Media, Inc., 2006 Philosophy of chemistry nationallicence Teacher education nationallicence Microscopic/macroscopic relationship nationallicence Models nationallicence Supervenience nationallicence Erduran Sibel Graduate School of Education, University of Bristol, 35 Berkeley Square, BS8 1JA, Bristol, UK aut Bravo Agustin School of Education, University of Buenos Aires, Buenos Aires, Argentina aut Naaman Rachel Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel aut Science & Education Springer Netherlands 16/9-10(2007-10-01), 975-989 0926-7220 16:9-10<975 2007 16 11191 https://doi.org/10.1007/s11191-006-9072-4 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11191-006-9072-4 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Erduran Sibel Graduate School of Education, University of Bristol, 35 Berkeley Square, BS8 1JA, Bristol, UK aut NATIONALLICENCE 700 1- Bravo Agustin School of Education, University of Buenos Aires, Buenos Aires, Argentina aut NATIONALLICENCE 700 1- Naaman Rachel Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel aut NATIONALLICENCE 773 0- Science & Education Springer Netherlands 16/9-10(2007-10-01), 975-989 0926-7220 16:9-10<975 2007 16 11191 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer