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  Home > JCE Print > Journal of Chemical Education > Issues > 1998  > July  >
Chemical Education Today
Logic, History, and the Chemistry Textbook: II. Can We Unmuddle the Chemistry Textbook?
William B. Jensen
University of Cincinnati, Department of Chemistry, Mail Location 0172, Cincinnati, OH 45221-0172
Cover
July 1998
Vol. 75 No. 7
p. 817
Abstract
The second of a three-part series based on the author's keynote lectures for the 1995 NEACT conference, this lecture applies the classification of chemical concepts and models given in Lecture I to a variety of topics related to the undergraduate chemistry curriculum. In particular, it illustrates how paying attention to whether a subject is being treated at the molar, molecular, or electrical level of discourse can help to eliminate logically-flawed definitions and concepts, help to revise those which are historically outdated, and help to resolve current debates in the educational literature about the relative merits of competing approaches to a given subject.

See Letter re: this article.
More Information
*  Citation
 Jensen, William B. J. Chem. Educ. 1998 75 817.
*  Keywords
 Curriculum, Philosophy/Curriculum, History/Philosophy
*  History
 Created:
Last Updated:		 June 22, 1999
June 24, 2005
Link to Letter added (April 2004).
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