Dedication.- Foreword.- Preface.- Authors' Introduction.- Chapter 1. Philosophy of Chemistry and Chemistry Education.- 1.1 Introduction.- 1.2 Arguments about chemistry teaching.- 1.3 Chemistry Curriculum Development: A Brief Overview.- 1.4 Philosophy of Chemistry: A New Source of Information for Chemistry Education.- 1.5 Benefits of Learning Epistemic Themes in Chemistry Education.- 1.6 Rationale and Outline of the Book.- 1.7 Conclusions.- Chapter 2. Defining the Epistemic Core of Chemistry.- 2.1 Introduction.- 2.2 Aims and ...
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Dedication.- Foreword.- Preface.- Authors' Introduction.- Chapter 1. Philosophy of Chemistry and Chemistry Education.- 1.1 Introduction.- 1.2 Arguments about chemistry teaching.- 1.3 Chemistry Curriculum Development: A Brief Overview.- 1.4 Philosophy of Chemistry: A New Source of Information for Chemistry Education.- 1.5 Benefits of Learning Epistemic Themes in Chemistry Education.- 1.6 Rationale and Outline of the Book.- 1.7 Conclusions.- Chapter 2. Defining the Epistemic Core of Chemistry.- 2.1 Introduction.- 2.2 Aims and Values in Chemistry.- 2.3 Practices in Chemistry.- 2.4 Methods in Chemistry.- 2.5 Knowledge in Chemistry.- 2.6 Applying the Epistemic Core to Chemistry Concepts.- 2.7 Implications for Chemistry Education.- 2.8 Conclusions.- Chapter 3. Epistemic Beliefs and Teacher Education.- 3.1 Introduction.- 3.2 Epistemology and Teacher Education.- 3.3 Epistemic Beliefs.- 3.4 Teachers' Knowledge and Learning.- 3.5 Strategies for Supporting Chemistry Teacher's Epistemic Thinking.- 3.5.1 Argumentation.- 3.5.2 Visualisation.- 3.5.3 Analogies.- 3.6 Development of Pre-Service Teachers' Epistemic Thinking.- 3.7 Teacher Education in National Context.- 3.7.1 Contrast of Teacher Education Programmes at Oxford and Bogazici.- 3.8 Conclusions.- Chapter 4. Incorporating the Epistemic Core in Teacher Education Practice.- 4.1 Introduction.- 4.2 Teacher Education Context in Turkey.- 4.3 Design of Teacher Education Sessions.- 4.3.1 Session on Introduction to Nature of Science.- 4.3.2 Session on the Family Resemblance Approach.- 4.3.3 Session on Aims and Values of Science.- 4.3.4 Session on Scientific Methods.- 4.3.5 Session on Scientific Practices.- 4.3.6 Session on Scientific Knowledge.- 4.3.7 Session on Generative Images of the Epistemic Core.- 4.4 Lesson Ideas on Chemistry Topics Produced by Pre-Service Teachers.- 4.4.1 Lesson Ideas on Aims and Values.- 4.4.2 Lesson Ideas on Practices.- 4.4.3 Lesson Ideas on Methods.- 4.4.4 Lesson Ideas on Knowledge.- 4.5 Conclusions.- Chapter 5. Pre-Service Chemistry Teachers' Representations and Perceptions of the Epistemic Core: A Thematic Analysis.- 5.1 Introduction.- 5.2 Tracing Pre-Service Teachers' Representations and Perceptions.- 5.3 Defining Aims and Values of Science.- 5.4 Types of Scientific Practices.- 5.5 Diversity of Scientific Methods.- 5.6 Coherence among Knowledge Forms and the Growth of Knowledge.- 5.7 Conclusions.- Chapter 6. The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on one Pre-Service Chemistry Teacher.- 6.1 Introduction.- 6.2 Representations and Perceptions of Aims and Values.-6.3 Representations and Perceptions of Scientific Practices.- 6.4 Representations and Perceptions of Scientific Methods.- 6.5 Representations and Perceptions of Scientific Knowledge.- 6.6 Conclusions.- Chapter 7. Learning and Teaching about Philosophy of Chemistry: Teacher Educators' Reflections.- 7.1 Introduction.- 7.2 Journey to Teacher Education.- 7.3 Background in History and Philosophy of Science.- 7.4 Experiences in Incorporating Nature of Chemistry in Teacher Education.- 7.5 Transforming Theoretical Frameworks into Empirical Research.- 7.6 Conclusions.- Chapter 8. Towards Development of Epistemic Identity in Chemistry Teacher Education.- 8.1 Introduction.- 8.2 A Framework of Epistemic Identity.- 8.3 Epistemic Identity and Teacher Education.- 8.4 Implications for Future Research.- 8.5 Strengths and Limitations of the Book.- 8.5 Conclusions.- Authors' Biographies.
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