The Development of Dalton’s Atomic Theory as a Case Study in the History of Science: Reflections for Educators in Chemistry

The inclusion of the history of science in science curricula—and specially, in the curricula of science teachers—is a trend that has been followed in several countries. The reasons advanced for the study of the history of science are manifold. This paper presents a case study in the history of chemi...

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Bibliographic Details
Published in:Science & education 2010, Vol.19 (1), p.75-90
Main Authors: Viana, Hélio Elael Bonini, Porto, Paulo Alves
Format: Article
Language:English
Subjects:
Case Studies
Chemistry
Curriculum
Education
Historiography
History
Philosophy of Science
Science Education
Science History
Science Instruction
Science Teachers
Theories
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Summary:The inclusion of the history of science in science curricula—and specially, in the curricula of science teachers—is a trend that has been followed in several countries. The reasons advanced for the study of the history of science are manifold. This paper presents a case study in the history of chemistry, on the early developments of John Dalton’s atomic theory. Based on the case study, several questions that are worth discussing in educational contexts are pointed out. It is argued that the kind of history of science that was made in the first decades of the twentieth century (encyclopaedic, continuist, essentially anachronistic) is not appropriate for the development of the competences that are expected from the students of sciences in the present. Science teaching for current days will benefit from the approach that may be termed the “new historiography of science”.
ISSN:0926-7220
1573-1901
DOI:10.1007/s11191-008-9182-2