根据光谱仪器的历史演变在高中阶段引入紫外可见光谱学:给化学教师的建议

IF 1.8 3区 化学 Q1 HISTORY & PHILOSOPHY OF SCIENCE
Maria Antonietta Carpentieri, Valentina Domenici
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引用次数: 0

摘要

光谱学是化学和物理之间的一个科学课题,在高中阶段的教学中与分析化学中的基 本应用有关。本文的第一部分分析了光谱学这一课题,同时考虑到了著名的约翰斯通化学教育三角理论,将光谱学的教学方式归纳为三个化学知识层面:宏观/现象学层面、亚显微/分子层面和符号层面。根据约翰斯通的建议,在这三个层次中,宏观层次对初次学习光谱学的高中生最有用。从这些前提出发,在本文的第二部分,我们提出了一个教学序列,其灵感来自光谱仪器的历史演变,从 1860 年古斯塔夫-基尔霍夫和罗伯特-本生发明的第一台分光镜到 20 世纪 60 年代开始普及的紫外-可见分光光度计。我们的研究思路是分析光谱学历史上的概念进步,并确定关键事件/实验和光谱仪器。然后,从化学教育的角度出发,为其中的每一个事件提出一个教学活动,通常是一个实验,强调相关的方面。本文旨在反思历史方法与实验室方法相结合的潜力,并讨论历史仪器和相关技术改 进在光谱学教学中的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Introducing UV–visible spectroscopy at high school level following the historical evolution of spectroscopic instruments: a proposal for chemistry teachers

Introducing UV–visible spectroscopy at high school level following the historical evolution of spectroscopic instruments: a proposal for chemistry teachers

Spectroscopy is a scientific topic at the interface between Chemistry and Physics, which is taught at high school level in relation with its fundamental applications in Analytical Chemistry. In the first part of the paper, the topic of spectroscopy is analyzed having in mind the well-known Johnstone’s triangle of chemistry education, putting in evidence the way spectroscopy is usually taught at the three levels of chemical knowledge: macroscopic/phenomenological, sub-microscopic/molecular and symbolic ones. Among these three levels, following Johnstone’s recommendations the macroscopic one is the most useful for high school students who learn spectroscopy for the first time. Starting from these premises, in the second part of the paper, we propose a didactic sequence which is inspired by the historical evolution of spectroscopic instruments from the first spectroscopes invented by Gustav Kirchhoff and Robert Bunsen in 1860 to the UV–vis spectrophotometers which became common since the 1960s. The idea behind our research is to analyze the conceptual advancements through the history of spectroscopy and to identify the key episodes/experiments and spectroscopic instruments. For each of them, a didactic activity, typically an experiment, is then proposed underlining the relevant aspects from the chemistry education point of view. The present paper is the occasion to reflect on the potentialities of an historical approach combined with a laboratorial one, and to discuss the role of historical instruments and related technological improvements to teach spectroscopy.

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来源期刊
Foundations of Chemistry
Foundations of Chemistry HISTORY & PHILOSOPHY OF SCIENCE-
自引率
22.20%
发文量
35
期刊介绍: Foundations of Chemistry is an international journal which seeks to provide an interdisciplinary forum where chemists, biochemists, philosophers, historians, educators and sociologists with an interest in foundational issues can discuss conceptual and fundamental issues which relate to the `central science'' of chemistry. Such issues include the autonomous role of chemistry between physics and biology and the question of the reduction of chemistry to quantum mechanics. The journal will publish peer-reviewed academic articles on a wide range of subdisciplines, among others: chemical models, chemical language, metaphors, and theoretical terms; chemical evolution and artificial self-replication; industrial application, environmental concern, and the social and ethical aspects of chemistry''s professionalism; the nature of modeling and the role of instrumentation in chemistry; institutional studies and the nature of explanation in the chemical sciences; theoretical chemistry, molecular structure and chaos; the issue of realism; molecular biology, bio-inorganic chemistry; historical studies on ancient chemistry, medieval chemistry and alchemy; philosophical and historical articles; and material of a didactic nature relating to all topics in the chemical sciences. Foundations of Chemistry plans to feature special issues devoted to particular themes, and will contain book reviews and discussion notes. Audience: chemists, biochemists, philosophers, historians, chemical educators, sociologists, and other scientists with an interest in the foundational issues of science.
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