Avogadro's Hypothesis after 200 Years

Autor/in	Held, Lubomir
Titel	Avogadro's Hypothesis after 200 Years
Quelle	In: Universal Journal of Educational Research, 5 (2017) 10, S.1718-1722 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Hypothesis Testing; Scientific Methodology; Science History; Scientific Concepts; Fuels; Molecular Structure; Evidence; Science Process Skills; Science Experiments; Chemistry; Science Instruction; Teaching Methods; Secondary School Science; Demonstrations (Educational) + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; History of science; Wissenschaftsgeschichte; Treibstoff; Evidenz; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht
Abstract	Avogadro's conception of the structure of gases was not widely accepted by his contemporaries--probably because the hypothesis was not supported by direct evidence. This problem is rarely addressed in schools. This article discusses the difficulties that accompany the acceptance of new ideas. Such difficulties may be associated with the ways in which scientists reason. Furthermore, we have developed a simple experiment in which these complex matters can be introduced to students. Specifically, we put students into the situation that was faced by chemists 200 years ago. This article aims to discuss (1) why Avogadro's ideas were not accepted by his contemporaries, and (2) how these ideas could be used to teach chemistry in a meaningful way. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01