Scientific reasoning, problem solving

Quite simply. Popper rejected the old idea of inductive reasoning and replaced it with a completely new scheme based on problem solving, a scheme which, if true for science, makes scientific research and engineering design very similar indeed. In order to isolate the differences we shall have to pursue Popper s ideas further. 

There are also pedagogic reasons to add molecular calculations to the curriculum. Johnstone suggests that one reason why students have trouble understanding chemistry is that it is difficult to shift from thinking about the concrete level, i.e., masses of compounds and elements, to the abstract level of atoms and molecules. There have been many studies that have explored the misconceptions students have about the molecular level of matter. For example, Noh and Scharmann found some evidence that instruction with pictorial materials was more effective at helping students to construct scientifically accurate conceptions than traditional instruction. However, the same researchers did not find that these techniques improved problem-solving ability. If molecular modeling can make molecules less abstract and easier to visualize, it represents a major advance for chemistry instruction. 

For several personal reasons I am very gratified that this new book on gas chromatography has been prepared. It will stimulate the development of those interested in using this very powerful method to solve the many chemical problems which still confront the scientific community. 

Chemistry is referred to as the central science and it is with a good reason. Many experiences in our everyday life involve chemistry. Other scientific disciplines rely on chemical concepts to help explain phenomena and solve problems in their respective disciplines. Many industrial processes that produce the goods we often take for granted make use of chemical concepts in everyday manufacturing. 

Project groups and their managers need recognition of their work and praise if they did a good job. This also applies to a project group which could not solve the scientific or economic problems of the project despite all reasonable efforts. The only reason to blame somebody personally would be if she or he refused to do what could have been done. In this case the person needs to be retrained to solve the problem. 

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