Article ID: CBB001420650

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

unapi

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.
Banchetti-Robino, Maria P.
Mauskopf, Seymour H.
Schütt, Hans-Werner
Monti, Maria Teresa
Miller, David Philip
Journals
Ambix: Journal of the Society for the History of Alchemy and Chemistry
Foundations of Chemistry
Studies in History and Philosophy of Science
Nagoya Kogyo Daigaku gakuho
Mitteilungen der Gesellschaft Deutscher Chemiker, Fachgruppe Geschichte der Chemie
Hyle
Publishers
Wiley-VCH
Viking
Suhrkamp
Oxford University Press
Franco Angeli
Indiana University
Concepts
Chemistry
Phlogiston
Oxygen
Revolutions in science
Discovery in science
Chemical elements
People
Lavoisier, Antoine Laurent
Kirwan, Richard
Priestley, Joseph
Guyton de Morveau, Louis Bernard
Berthollet, Claude Louis
Göttling, Johann Friedrich August
Time Periods
18th century
19th century
Early modern
Places
France
Germany
Institutions
Académie Royale des Sciences (France)
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