A Map for the Ontological Crossroads.
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| Title: | A Map for the Ontological Crossroads. |
|---|---|
| Authors: | Maltrana, Diego1 (AUTHOR) diego.maltrana@pucv.cl, Guíñez, Rosa1 (AUTHOR) rosa.guinez@gmail.com, Herrera, Ana1 (AUTHOR) a.herreram@gmail.com, Jara, Alvaro2 (AUTHOR) alvarojaray@gmail.com, Benitez, Federico3 (AUTHOR) federico.benitez@unibe.ch |
| Source: | Science & Education. Oct2025, Vol. 34 Issue 5, p3365-3388. 24p. |
| Subject Terms: | *Chemistry education, *Teaching methods, Philosophy of science, Scientific models |
| Abstract: | One of the biggest challenges when teaching chemistry at the elementary and secondary levels arises from the conceptual gap between the ontology of macroscopic objects and agents and an ontology where the relevant objects behind macroscopic phenomena are, in fact, inaccessible to our senses. This work employs tools from the general philosophy of science to uncover the implicit ontology of school chemistry, offering an analysis that aligns with Talanquer's proposition of a structure–property progression in chemistry learning. This is achieved through examining the distinction between two different theoretical functions in our science: modeling interactions and providing general structural frameworks. We envision that our proposal will help teachers when guiding the conceptual transitions of students along their learning progression. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188905331 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Map for the Ontological Crossroads. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Maltrana%2C+Diego%22">Maltrana, Diego</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> diego.maltrana@pucv.cl</i><br /><searchLink fieldCode="AR" term="%22Guíñez%2C+Rosa%22">Guíñez, Rosa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rosa.guinez@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Herrera%2C+Ana%22">Herrera, Ana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> a.herreram@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Jara%2C+Alvaro%22">Jara, Alvaro</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> alvarojaray@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Benitez%2C+Federico%22">Benitez, Federico</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> federico.benitez@unibe.ch</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Oct2025, Vol. 34 Issue 5, p3365-3388. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+science%22">Philosophy of science</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+models%22">Scientific models</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: One of the biggest challenges when teaching chemistry at the elementary and secondary levels arises from the conceptual gap between the ontology of macroscopic objects and agents and an ontology where the relevant objects behind macroscopic phenomena are, in fact, inaccessible to our senses. This work employs tools from the general philosophy of science to uncover the implicit ontology of school chemistry, offering an analysis that aligns with Talanquer's proposition of a structure–property progression in chemistry learning. This is achieved through examining the distinction between two different theoretical functions in our science: modeling interactions and providing general structural frameworks. We envision that our proposal will help teachers when guiding the conceptual transitions of students along their learning progression. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188905331 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-024-00555-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 3365 Subjects: – SubjectFull: Chemistry education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Philosophy of science Type: general – SubjectFull: Scientific models Type: general Titles: – TitleFull: A Map for the Ontological Crossroads. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Maltrana, Diego – PersonEntity: Name: NameFull: Guíñez, Rosa – PersonEntity: Name: NameFull: Herrera, Ana – PersonEntity: Name: NameFull: Jara, Alvaro – PersonEntity: Name: NameFull: Benitez, Federico IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 34 – Type: issue Value: 5 Titles: – TitleFull: Science & Education Type: main |
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