Explanation Of Chemistry Research Articles

Etnochemistry: Analysis Relevance Of Cultural “Pacu Jalur” In Chemical Materials As Learning Sources

Explanation of chemistry that only focuses on concepts makes students have difficulty understanding the material. So there must be an integration of chemical material with the daily lives of students to better understand the material The purpose of this study was to analyze the relationship between culture of “pacu jalur” and chemistry for learning sources. This type of research is an ethnographic research. Data collection techniques are observation, interviews, and documentation. The data obtained were analyzed using a qualitative analysis technique which is a combination of the Miles & Huberman model. Based on the results of the study, it was found that the form of cultural of “pacu jalur” relevance with chemical materials can be implemented into 4 subjects reaction rate, elemental chemistry, atomic structure of the periodic system of elements, and chemical bonds.

Patterns of Students' Macroscopic, Submicroscopic, and Symbolic Representation Ability in Acid-Base Topic

concepts of chemicals are generally presented in three chemical representation levels: macroscopic, submicroscopic, and symbolic. This study aims to; (1) evaluate each representation ability; (2) determine how to evaluate the pattern of representational abilities; and (3) evaluate the patterns of each student's macroscopic, submicroscopic, and symbolic representation abilities. Qualitative descriptive has been used as the design of this study. Twenty-one multiple-choice questions based on macroscopic, submicroscopic, and symbolic representations have been designed with validation results from two experts, which are 100% valid, and with the Kuder Richardson formula (K-R 20), the reliability value is 0.84. The subjects in this study were all students of class XI MIPA at SMA Negeri 8 Banda Aceh. The research was conducted online via a google form. The results showed that students with high categories of macroscopic, submicroscopic, and symbolic representation skills were 61, 18, and 51%, respectively. 9.8% of students can master the three levels of representation with high criteria. The pattern of representation ability is mainly owned by 24.4% with high macroscopic and symbolic representation abilities but low submicroscopic representation abilities. Because submicroscopic representation lags macroscopic and symbolic, explanation in chemistry should always involve submicroscopic representations other than macroscopic and symbolic.

Austere quantum mechanics as a reductive basis for chemistry

This paper analyses Richard Bader’s ‘operational’ view of quantum mechanics and the role it plays in the the explanation of chemistry. I argue that QTAIM can partially be reconstructed as an ‘austere’ form of quantum mechanics, which is in turn committed to an eliminative concept of reduction that stems from Kemeny and Oppenheim. As a reductive theory in this sense, the theory fails. I conclude that QTAIM has both a regulatory and constructive function in the theories of chemistry.

Explanations: styles of explanation in science

Preface List of contributors Introduction 1. What good is an explanation? 2. Can science explain everything? Can science explain anything? 3. Explaining the universe 4. Does physics rule the roost of scientific explanation? 5. Mathematical explanation 6. Ponderable matter: explanation in chemistry 7. The biology of the future and the future of biology 8. Teleology: the explanation that bedevils biology 9. What is it not like to be a brain? 10. Ontology and scientific explanation 11. From explanation to interpretation in social anthropology 12. Passing it on: redescribing scientific explanation Index

Structural explanation in chemistry and its evolving forms.

Historically, there has been a close relationship between the concepts of structure and of shape. Is the relationship a matter of fact or is it conceptual? Exploring this question with examples enables us to distinguish several senses of structure. Clearly, spatial shape is not conceptually related to constitutive structure, since a molecule may consist only of an ordered set of potentialities. The concept of structure in chemistry developed in the nineteenth century from an ambiguous but essentially taxonomic use in type theory to a realist hypothesis as to the spatial distribution of atoms in the molecule. This development required a defense of the Daltonian view of elements as constituted by minute corpuscularian atoms. Once a realist concept of structure had been established, the issue of the nature of structural explanation could then be addressed. Template explanation formats as well as jigsaw formats can be found in chemistry. The problem of halting a regress of structural explanations leads to a sketch of a way in which physics can serve as a heterogeneous foundation for chemistry without reductionist implications.

Explaining explanation in chemistry.

The notion that explanations are arguments, central to the covering law account, persists in developments of accounts of explanation in general philosophy of science. I argue that these developments fail to capture chemical explanation-motivating the explanatory autonomy of chemistry requires the investigation of alternative accounts. Ubiquitous use of models in chemistry is indicative of their importance to explanation. I argue that contemporary accounts of models that emphasize their partial autonomy from fundamental physical laws provide a basis for investigating explanation in chemistry. Furthermore, I sketch the importance of the semantic view of theories in articulating model autonomy, and thus why the semantic view might fulfill a significant role in explicating the explanatory autonomy of chemistry.

LEARNERS’ EXPLANATIONS FOR CHEMICAL PHENOMENA

There is a growing body of research which explores the nature of explanation in science classrooms. The vast majority of this work highlights the teacher’s role as explainer of scientific phenomena, while little has explored the quality of learners’ own explanations. This paper helps redress this inbalance by undertaking an analysis of students’ explanations related to aspects of chemical structure and bonding. In this paper we set out our results - an analytical framework for exploring the explanations produced by students within the context of a chemistry course. The primary source of data used in this research derives from interviews with students in the U.K. studying chemistry at University entrance level. These interviews were undertaken as part of a longitudinal study of the development of students’ understanding of the chemical bond concept. The data collected has been interrogated to develop an analytical model of learners’ explanations in chemistry. [Chem. Educ. Res. Pract. Eur.: 2000, 1, 329-353]