Educational Implications

I have tried to stress the educational implications of the claims for the observation of orbitals in other articles and will not dwell on the issue here (Scerri, 2000 in Science and Education). 

The case of supervenience highlights the role of empirical chemical research in establishing at least some aspects of the relation between microscopic and macroscopic systems. One educational implication would then involve an emphasis on the significant role of empirical research in chemical inquiry. As an example educational scenario, the question of supervenience can be raised at secondary education through case studies investigating the relationships between the colour, smell and texture, and microscopic properties such as molecular structure and bonding. 

DeBoer, G. E. (1991). A history of ideas in science education Implications for practice. New York Teachers College Press. 

Mayer, J. D., Salovey, P. (1997). What is emotional intelligence In P. Salovey D. J. Sluyter (Eds.), Emotional development and emotional intelligence Educational implications (pp. 3-31). New York Basic Books. 

F. Rauch, What do regulative ideas in education for sustainable development and scientific literacy as myth have in common in Contemporary Science Education - Implications from Science Education Research about Orientations, Strategies and Assessment, ed. I. Eilks and B. Ralle, Shaker, Aachen,2010,pp.35-46. 

Political changes resulted in changes in national borders with educational implications. The transformation of the University and Technical University (two distinct institutions) in Lvov is a good example. Today it is an important research institution in Ukraine. But there was an important Lvov/Polish Mathematical School (Stefan Banach, Stan Ulam, Hugo Steinhaus) that operated in those institutions between 1918 and 1939, when Lvov was part of Poland. Another example is the Technical University in Gdansk, which shares German-Polish ancestry. Such shared legacies are easily found in Eastern and Central Europe. 

Stephan P.E. 2001. Educational implications of university-industry technology transfer. Journal of Technology Transfer. 26 199-205. 

Shelling, G. (1996) Key concerns of people who have received special education implications for inclusion , unpublished M Athesis, Oxford Brookes University. 

Bolte, C. (2010). Contempormy scientific literacy mid the (ir-)relevance of science education. In I. Eilks B. Ralle (eds.). Contemporary scientific education - Implications from science education research for orientation, strategies and assessment (pp. 23-34). Aachen Shaker. 

---