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  1. Breaking the law: Promoting domain-specificity in chemical education in the context of arguing about the periodic law. [REVIEW]Sibel Erduran - 2007 - Foundations of Chemistry 9 (3):247-263.
    In this paper, domain-specificity is presented as an understudied problem in chemical education. This argument is unpacked by drawing from two bodies of literature: learning of science and epistemology of science, both themes that have cognitive as well as philosophical undertones. The wider context is students’ engagement in scientific inquiry, an important goal for science education and one that has not been well executed in everyday classrooms. The focus on science learning illustrates the role of domain specificity in scientific reasoning. (...)
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  • Towards a Philosophy of Chemistry.Joachim Schummer - 1997 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 28 (2):307 - 336.
    The paper shows epistemological, methodological and ontological peculiarities of chemistry taken as a classificatory science of materials using experimental methods. Without succumbing to standard interpretations of physical science, chemical methods of experimental investigation, classification, reference, theorizing, prediction and production of new entities are developed one by one as first steps towards a philosophy of chemistry. Chemistry challenges traditional concepts of empirical object, empirical predicate, reference frame and theory, but also the distinction commonly drawn between natural science and technology. Due to (...)
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