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  Home > JCE Print > Journal of Chemical Education > Issues > 1998  > October  >
Research: Science and Education
Chemical Education Research
The Effectiveness of Teaching Chemistry through the History of Science
Huann-shyang Lin
Department of Chemistry, National Kaohsiung Normal University, 116 Hoping 1st Road, Kaohsiung, Taiwan 802
Cover
October 1998
Vol. 75 No. 10
p. 1326
Abstract
An intervention program for teaching chemistry through history was developed to determine whether this instructional approach would promote conceptual problem-solving ability of secondary school students. Three chemistry teachers and five classes of 8th graders (N = 220) participated in this quasi-experimental study. The quantitative results of a conceptual problem-solving test revealed that the experimental group students outperformed their counterparts in both the control and the comparison groups. In addition, low achievers benefited more from this teaching strategy than high achievers. The qualitative results of interviews indicated that students have learned from the history of science to avoid alternative conceptions held by previous scientists.
More Information
*  Citation
 Lin, Huann-shyang. J. Chem. Educ. 1998 75 1326.
*  Keywords
 introductory, high school chem, history, philosophy, chemical education research (CER)
*  History
 Created:
Last Updated:		 June 21, 1999
June 24, 2005
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