Philosophy of chemistry has, only in the last few decades, begun to emerge as a distinct field within philosophy of science. However the relevance of philosophy of chemistry for the teaching of chemistry is a relatively uncharted research territory. This special issue intends to illuminate some of the topography and central features of that territory, and indicate useful areas for on-going research, especially concerning curriculum structure, programming, laboratory work, assessment and classroom teaching of chemistry.

Researchers working on areas related to the philosophy of chemistry and/or what it may contribute to the teaching of chemistry are invited to contribute to this thematic issue. Conceptual, theoretical, empirical or position-based manuscripts are welcome. Examples of topics may include (but are not limited to) the following:

  • Periodic Table
  • Reductionism
  • Chemistry and society
  • Ethics and chemistry
  • Atomic theory
  • Discourse of chemistry
  • Microstructuralism
  • Theories of chemical bonding
  • Synthesis
  • Chemical language and symbolism
  • Models
  • Chemical reactions
  • Ontology of chemistry
  • Laws and theories
  • Substance
  • Theoretical chemistry
  • Structure and function
  • Quantum mechanics
  • Concept of element
  • Prediction and explanation

A number of prominent scholars are contributing invited essays. These include:

  • Eric Scerri, University of California at Los Angeles, USA
  • Paul Needham, University of Stockholm, Sweden
  • Andrea Woody, University of Washington at Seattle, USAJ
  • ose Antonio Chamizo, Universidad Nacionale Autonoma de Mexico, Mexico
  • Veli-Matti Vesterinen, University of Helsinki, Finland
  • Merce Izquierdo, Autonoma Universidad de Barcelona, Spain
  • Emma Tobin, University of Bristol, UK
  • Joseph Earley, Georgetown University, USA
  • Manuel Fernández-González, University of Granada, Spain

Philosophers, educators and chemists are cordially invited to submit a manuscript reviewing an aspect of philosophy of chemistry that might illuminate some facet of textbooks, curriculum structure, laboratory work, or the classroom practice of chemistry teaching.

Submission Date: March 1st, 2011

Manuscripts, with Abstract, should be submitted for review direct to:

Notification of intention to submit and subject matter is appreciated as it assists coordination and planning of the issue. Such notification, questions and inquires should be directed to the guest editor:

Dr Sibel ErduranUniversity of Bristol, UKemail: This email address is being protected from spambots. You need JavaScript enabled to view it.

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