Article ID: CBB001420650

Ensino de ciências: realismo, antirrealismo e a construção do conceito de oxigênio (2013)


Research on science education has indicated the importance of discussing the nature of science. One way to encourage a more realistic view of the nature of science would be for teachers to adopt a philosophical attitude with respect to unobservable concepts. Concepts already abandoned by scientific theory - such as phlogiston - are normally described as having been discarded because they did not represent empirical knowledge. However, at the time the concept of phlogiston was used, it was part of a theoretical framework that explained and justified it. This article defends the idea that the adoption of philosophical approaches to scientific concepts needs to be supplemented by knowledge of the history of the concept.

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Authors & Contributors
Best, Nicholas W.
Djerassi, Carl
Hoffmann, Roald
Kawashima, Keiko
Mauskopf, Seymour H.
Jackson, Joe
Ambix: Journal of the Society for the History of Alchemy and Chemistry
Foundations of Chemistry
Nagoya Kogyo Daigaku gakuho
Annals of Science: The History of Science and Technology
Guangxi Minzu Xueyuan Xuebao
Corpus: Revue de Philosophie
Indiana University
Oxford University Press
Franco Angeli
Revolutions in science
Chemical elements
Discovery in science
Lavoisier, Antoine Laurent
Kirwan, Richard
Priestley, Joseph
Berthollet, Claude Louis
Guyton de Morveau, Louis Bernard
Scheele, Carl Wilhelm
Time Periods
18th century
19th century
Early modern
Académie Royale des Sciences (France)

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