Epistemological

To state the distinction otherwise, simple substances are the manifestation of the elements considered as basic substances, the latter being the more fundamental of the two senses of the term element . Admittedly the terminology is a little unfortunate since the labels basic and simple appear to place the two senses of the term element on the same epistemological level. The intention however is that basic substances are to be regarded as more fundamental. Be that as it may, we will retain Paneth s terminology in view of the importance of the writings of this author in which the distinction is perhaps more clearly established than elsewhere in the literature (5). 

It is hardly possible in chemistry to introduce a contrast between elements and simple bodies, as the definition of element since Lavoisier is based on the simple body. It seems to me to be even less apt simply to equate the terms element/atom and simple body/molecule, respectively for apart from the fact that there are simple bodies whose molecules are single atoms, molecules and atoms belong indubitably to one and the same group of scientific concepts, while the essential difference between element and simple body in the Men-deleeffian sense of the words, lies in their belonging to quite different spheres in epistemology ([33], p 57). 

It was suggested earlier that Schwarz s identification of bonded atoms with elements as basic substances represents a step in the right direction. This notion will now be examined more carefully, since it too will be found lacking in a rather fundamental way, which was hinted at in some earlier quotations from Paneth. The concern voiced by Paneth regarding associating elements as basic substances with neutral atoms was due to the fact that these concepts inhabit different epistemological levels. This is equally true of the identification of elements as basic substances with bonded atoms, which is the identification that Schwarz supports. 

The third level corresponds to truly complex systems, where much epistemological or ethical uncertainty exists and where uncertainty is not necessarily associated with a higher number of elements or relationships within the system. Moreover, the issues at stake reflect conflicting goals. For this reason it is crucial to consider... 

Taber, K. S. (2003a). The atom in the chemistry curriculum fundamental concepL teaching model or epistemological obstacle Foundations of Chemistry, 5( 1), 43-84. 

Tsai, C.-C. (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82, 473 89. 

Wallace, C. S., Tsoi, M. Y., Calkin, J., Darely, M. (2003). Learning from inquiry-based laboratories in nonmajor biology An interpretive study of the relationships among inquiry expe-rienee, epistemologies, and coneeptual growth. Journal of Research in Science Teaching, 40, 986-1024. 

The sub-micro level cannot easily be seen directly, and while its principles and components are currently accepted as tme and real, it depends on the atonuc theory of matter. The scientific definition of a theory can be emphasised here with the picture of the atom constantly being revised. As Silberberg (2006) points out, scientists are confident about the distribution of electrons but the interactions between protons and neutrons within the nucleus are still on the frontier of discovery (p. 54). This demorrstrates the dynamic and exciting nature of chemistry. Appreciating this overview of how scierrtific ideas are developing may help students to expand their epistemology of science. 

These historical implications lead straight back to the theories of conceptual change. Especially the well-known theory by Posner et al. (1982) is much inspired by epistemological considerations. Posner et al. themselves characterise their theory of conceptual change as... 

As a second source, Piaget s theory of accommodation has to be mentioned, which greatly influenced the meaning of the term conceptual change . How does conceptual change take place And what are the similarities to the Kuhnian epistemology We will again quote from the Posner et al. (1982) paper (see also Table 10.1) ... 

Meinel, Christoph. Early seventeenth-century atomism theory, epistemology, and the insufficiency of experiment. Isis 79 (1988) 68-103. 

Smith, Pamela H. The body of the artisan art and experience in the scientific revolution. Chicago (IL) Univ of Chicago P, 2004. x, 367 p. ISBN 0-226-76399-4 Flanders — Artisanal world — South German cities — Artisanal epistemology — Body of the artisan — Artisanship, alchemy, and a vernacular science of matter — Dutch republic -- Legacy of Paracelsus practitioners and new philosophers — Institutionalization of the new philosophy — Conclusion toward a history of vernacular science... 

Alex Rosenberg That s a critical question because there are at least some defenders of emergentism and anti-reductionism who have distinguished sharply between causation as an ontological phenomena and explanation as epistemological and say that though physicalism is true, that is, we are nothing but matter and motion, nevertheless, the best explanations of our behaviour will not be physical. Bob ... 

Steve Rose I agree entirely about the reworking of the picture. The issue is whether (A) the levels are ontological versus epistemological, or (B) whether they are simply relating to different discourses about the universe. And one really has to rethink the easy way in which you use the word levels in that context. But I just wanted to come back to your plea at the end for all of us to get together and to talk to one another, because I m absolutely with you in all of your presentation. All I wanted to add is that despite continual pleas on my part at least, Richard Dawkins consistently refuses to discuss these issues with me and I suspect with other people. And... 

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