Abstract
The present study found that the controversy between Millikan and Ehrenhaft and the related NOS aspects can easily be included in the traditional chemistry classroom without needing extra class time. It is concluded that a teaching strategy based on a reflective, explicit, and activity–based approach in the context of the oil drop experiment can facilitate high school students’ in understanding how scientists elaborate theoretical frameworks, design experiments, report data, and elaborate alternative interpretations of data that lead to controversies and finally, with the collaboration of the scientific community, a consensus is reached.
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