Teaching chemistry through contemporary research versus using a historical approach

Abstract

AbstractTwo different approaches for chemistry education are presented in this paper: teaching and learning chemistry through contemporary research and using a historical approach. Essential dimensions in science education are used to study the differences between the two approaches. This includes the rationale of each approach, the scientific content, as well as students’ and teachers’ perspectives. At first glance, the two approaches look different and even contradict each other. However, a deeper investigation shows that there are common themes that connect the two approaches. Chemistry education is used to represent the historical approach and Nanoscale Science and Teachnology (NST) in chemistry education is used as the context for learning science through a contemporary research approach. The paper can be used by chemistry teachers as a preliminary guide for consideration of adapting one of these approaches in their class.