A rational reconstruction of the kinetic molecular theory of gases based on history and philosophy of science and its implications for chemistry textbooks

Abstract

Research in science education has recognized the importance of history and philosophy of science. Given this perspective, the study was designed to develop a framework for examining the way in which chemistry textbooks describe the kinetic theory and related issues. The framework was developed by a rational reconstruction of the kinetic molecular theory of gases based primarily on the interpretations of Maxwell and Boltzmann, by historians and philosophers of science. Another aspect of the framework was based on an analysis of freshman chemistry students' performance on gas problems that required the use of algorithms or conceptual understanding. Subsequently, 22 textbooks were evaluated using a framework consisting of six criteria. Results obtained showed that most textbooks lacked a history and philosophy of science framework and did not deal adequately with the following aspects: (1) Postulates of the kinetic theory were speculative and played the role of simplifying assumptions, considered to be the rule in science rather than being the exceptions; (2) Based on these simplifying assumptions, the theorists built a series of tentative models that progressively incorporated the behavior of real gases; (3) Similar to other research programs in the history of science, Maxwell's was based on inconsistent foundations; (4) Development of the kinetic theory had to compete with chemical thermodynamics, a rival research program; (5) Maxwell and Boltzmann facilitated our understanding of gas behavior beyond the observable hydrodynamical laws, by explaining the internal properties (e.g., molecular collisions).