A Map for the Ontological Crossroads.
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| Title: | A Map for the Ontological Crossroads. |
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| 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] |
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| Database: | Education Research Complete |
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| 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] |
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| ISSN: | 09267220 |
| DOI: | 10.1007/s11191-024-00555-7 |
