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ATENEO DE ZAMBOANGA UNIVERSITY Graduate School

PHILOSOPHY IN TEACHING CHEMISTRY (Educational Philosophy)

In partial fulfillment of the requirements in CHEM 522 History and Philosophy of Science

Submitted by: JOHN JILL T. VILLAMOR

Submitted to: MARIO S. RODRIGUEZ

PHILOSOPHY IN TEACHING CHEMISTRY (Educational Philosophy) One of the basic questions which teachers are confronted is, Why I am teaching? The answer to this simple question I think will reflect to the quality of a teacher. And what is a quality teacher? The answer to the latter question will make a description of what is our idea of education? What is the essence of education? If, education is all about teaching, then what is teaching? According to Wang, H.A. and Schmidt, W.H. (2001), the mission of science education has been to prepare individuals who would develop a certain level of scientific understanding after their formal education in school. They mean to produce scientifically literate individuals, an individual who are capable of applying their knowledge and skills acquired in science, whenever personal or socially relevant issues demanded such understanding. For instance, I am a teacher of BRENT Nursing students taking up Chemistry subjects. To attain the mission of Chemistry education, I have to teach these students of different chemical knowledge, may be structure and reactions until they are knowledgeable with different chemical ideas. To top it all, as nurses in the future they must apply the knowledge obtained at home and especially at profession. Being literate in Chemistry, they can reason out to form opinions and make conclusions about health-related issues as medicine usage, rather to be misled by TV commercials or propaganda. They would understand who the real scientists are, and what they are working on. However, to meet the objectives of science education (chemistry education), teachers should have developed and possessed the character of a good teacher; a teacher who is capable of bringing up a scientifically literate individual. As stated by Williams (2007), to teach the students the better way, the teacher must know how science works. He added that being familiar with the history and philosophy of science and how the scientific method has developed over time will give teachers a better understanding of the process of science. Hence, a reinforced students with knowledge and skills. History of Science Why should teacher like us need to know about history of science? What is its importance in science education? In teaching Chemistry? According to Jaki (1966) as cited by Sanguineti (1992), it is important to teach the history of science in a manner that shows how progress was achieved gradually, on the basis of sifting truth from error, leaving behind many unsuccessful attempts at solving scientific problems. The history of science is not a history of uninterrupted succession of scientific discoveries. This idea was supported by Brush (1974) as Cited by Monk and Osborne (1996). He said that it is a common observation that present, and past school science textbooks make only passing reference to the history of science. Such textbooks are written to provide students with the popular, contemporary, cleaned-up, and prejustified accounts of the behavior of the natural world. Where history is included, it all too often

becomes fictionalized idealizations and conveys that science is a steady and cumulative progression toward the pinnacle of modern achievements. Textbooks used a historical approach which interprets the past in terms of present ideas and values, elevating in significance all incidents and work that have contributed to current society rather than attempting to understand the then social context and contingent factors in its production . For example, very crudely, they would portray Flemings discovery of penicillin as one more successful achievement by a brilliant scientists in the struggle against infection. A more realistic account would demonstrate that it was a fortuitous event, contingent on problems of current interest in medical research, the weather at the end of July in 1928 which happened to be sufficiently cool to allow mold to grow, the presence of the laboratory beneath that was investigating molds, and that even then, its beneficial application was delayed for 10 years before other researchers explored ways of producing mold in commercial quantities. Practically without exception, science texts are simply not written with the intent to convey any of the latter type information on the context of discovery. (Monk and Osborne, 1996). The negative effect of this approach is that the students would often think of Chemistry as about finding the right answer. When experiments do not work, or produce unexpected results, students are often unhappy and reluctant to discuss possible errors or reasons for the experiments failure (Williams, 2007). The worst students tend to change their result to that of the expected outcome of the activity. Philosophy of Science Philosophy comes from the two Greek words, philo, meaning love, and sophos, meaning wisdom. Hence, philosophy is love of wisdom (Sanguineti, 1992). Philosophy helps every individual to reflect on key issues and concepts in human existence. The philosophy of science therefore helps us to reflect on key issues and concepts in science through such questions as What is science? What is scientific method? What is scientific knowledge? What is the nature of science? Knowing the answer to these questions will somewhat give benefits to science educators. Learning philosophy of science will give science educators appropriate thinking that will lead to better sharing of scientific knowledge. Different Ideas of Educational Philosophies Philosophers think about the meaning of things and interpretation of that meaning. They give different views on meaning of education and the interpretation of the meaning of education. Gregorio and Gregorio (1976) define philosophy in education as an attempt to formulate a critically-built general outlook upon in the light of the evaluation of values which people prize in the educative process. The philosophy of education according to them is like clearing house where relative values in education and the relative validity of different claims on the schools are weighed. Any philosophy must be based upon and supported by the general philosophy of life for this brings clarity and meaning into the careers of individuals, nations, and civilization.

Our educational philosophy is our beliefs about why, what and how you teach, whom we teach, and about the nature of learning. It is a set of principles that guides professional action through the events and issues teachers face daily. Sources for our educational philosophy are our life experiences, our values, the environment in which we live, interactions with others and awareness of philosophical approaches. Learning about the branches of philosophy (Table 1), philosophical world views (Table 2), and different educational philosophies (Table 3 and Table 4) will help us to determine and shape our own educational philosophy, combined with these other aspects (http://oregonstate.edu/instruct/ed416/PP1.html). Table 1. Synopses of the Root Philosophies of Education: Idealism, Realism, Pragmatism and Existentialism
Philosophy/Philosopher Metaphysics
Idealism (Plato, Froebel, Hegel, Berkeley, Butler) Reality is spiritual or mental and unchanging

Epistemology
Knowing is the rethinking of latent ideas

Axiology
Values are absolute and eternal

Educational Implication

A subject-matter curriculum emphasizing the great and enduring ideas of the culture Realism Reality is objective Knowing consists Values are A subject-matter (Aquinas, Aristotle, Broudy, and is composed of of sensation and absolute and curriculum stressing Martin, Pestalozzi) matter and form; it abstraction eternal, based humanistic and is fixed, based on on natures laws scientific disciplines natural law Pragmatism Reality is the Knowing results Values are Instruction organized (Dewey, James, Peirce, interaction of an from situational and around problem Childs) individual with experiencing; use relative; they are solving according to environment or of the scientific derived from the scientific method experience; it is method experiences always changing Existentialism Reality is Knowing is to Values should Classroom dialogues (Sartre, Marcel, Morris, subjective, with make personal be freely chosen designed to Soderquist) existence choices stimulate awareness preceding essence that each person creates a selfconcept through significant choice. Source: th Ornstein, A.C. and Levine, D.U. (1997). Foundations of Education (6 Edition). USA: Houghton Mifflin Company. As cited at http://philosophyclass.blogspot.com/ retrieved on August 22, 2012

Table 2. Educational Implication of Idealism, Realism, Pragmatism and Existentialism


Idealism Realism Pragmatism Existentialism
Education emphasis is Educational emphasis is Educational emphasis is Educational emphasis on on training the mind on the natural laws which on processes, such the development of human and cultivating the control all matter, learning how to learn and consciousness about the soul, and mastering including human science as method. freedom to choose and to ideas. organism, and the world of illuminate the meaning of the mind which discovers choice. order and harmony in all aspects of existence. Curriculum content Curriculum content Curriculum content Education should be comprises of subjects, comprises of humanistic comprises of subjects designed to create in us a ideas and rational and scientific subjects designed to develop sense of self-awareness and thinking processes necessary in preparing the processes, especially to contribute to our which have withstood students to adapt to those of intelligence or authenticity as human the test of time and physical and cultural rationality, the methods beings. which are the reality, and to surmount of science, and problem foundations of western reality through personal solving. civilization. creativity and spirituality. The students are The students should learn Students create their Curriculum content would emerging souls, spirits scientific and experimental world by a continuous consist of the experiences and minds, methods, as well as reconstruction of and subjects that lend possessing the processes of rationality. experiences, by social themselves to philosophic capability of becoming and biological dialogue. They would be rational thinkers, and interactions with their subjects that vividly portray purposive, free beings. environment. individual men and women in the act of making choices. Sensory learning must Ideas must be verified by Teaching and learning Students are provided with always be subservient sensory experience; ideas should be active and vicarious experiences that on learning based on and theories must interactive enterprises, will help unleash their own reason. correspond to concrete and must be evocative of creativity and selfphysical existence. varied responses. expression. Teachers should extend and build on students experiences. School policies and Since realist assert the School policies and Learning is self-paced, self procedures reflect and existence of universal procedures yield directed, and includes a accentuate those moral law, hence school situation-specific ethics great deal of individual traditional values policies and procedures through reconstruction of contact with the teacher, which great persons seek to inculcate experiences and the who relates to each student and great nations established moral interaction of personal openly and honestly have considered principles in all students and social values. School policies would assert precious. the existence of a dialogue and discussion about their own lives and choices for both teachers and students. Source: th Ornstein, A.C. and Levine, D.U. (1997). Foundations of Education (6 Edition). USA: Houghton Mifflin Company. As cited at http://philosophyclass.blogspot.com/ retrieved on August 22, 2012

Table 3. Theories of Education


Theory
Perrenialism

Aim
To educate the rational person

Curriculum

Educational Implications
Focus on enduring human concerns as revealed in great works of the Western cultural heritage Emphasis on skills and subjects that transmit the cultural heritage and contribute to socioeconomic efficiency Instruction that features problem solving and group activities; teacher acts a facilitator

Subject matter curriculum that is hierarchically arranged to cultivate the intellect (great books, etc.) Essentialism To educate the Basic Education: reading, useful and writing, arithmetic, history, competent person English, Science, foreign languages PROGRESSIVISM To educate the Activities and projects individual according to his interests and needs SOCIAL To reconstruct Social sciences use as RECONSTRUCTIONISM society reconstructive tools Source:

Instruction that focuses on significant socioeconomic problems


th

Ornstein, A.C. and Levine, D.U. (1997). Foundations of Education (6 Edition). USA: Houghton Mifflin Company. As cited at http://philosophyclass.blogspot.com/ retrieved on August 22, 2012

Table 4. Educational Implication (continuation) Perrenialism Essentialism


Enhancement and promotion of the superiority of the past and the permanency of the classics

Progressivism

Reconstructionism

Preserving the best of Education is growth and Education has the mission the cultural traditions of development, the of leading society to a particular society and continuous reconstruction realize its values via goals civilization of experience, a and programs of social living/learning process betterment rather than a preparation for later adult life. Human nature is constant; Promotion of the Democratic social living Schools should become its most distinctive trait is intellectual growth of includes democratic the agents of change and the ability to reason the individual education, being both social reform participatory and emergent Promoting the Providing a curriculum Learning is active and The curriculum should be development of the composed of leads to change in based on an image of the rational person essentials: subjects behavior ideal society with intellectual substance and basic skills. Teaching is an art which Explicit teaching of The curriculum emerges Learning is active, and helps students to use their values: those from the needs of students leads to involvement in inherent power to think traditional values and of society and involves programs of social reform rationally, and employs prized by the dominant the application of via citizen political action exhortation, Socratic class intelligence to human discourse, and oral problems exposition The curriculum centers on Teaching should be Teaching is the guiding of The school, the teacher, the seven liberal arts and most effective and inquiry the students should model the great books of human efficient transmission the new, more perfect history of essentials. democratic society Source: th Ornstein, A.C. and Levine, D.U. (1997). Foundations of Education (6 Edition). USA: Houghton Mifflin Company. As cited at http://philosophyclass.blogspot.com/ retrieved on August 22, 2012

Philosophy of Leonardo da Vinci I was assigned to report on the different scientists of the Late Middle Ages when I encountered da Vinci listed as scientist along with his contributions. I was surprised since it was only this time I knew that da Vinci is considered as scientist (also a philosopher since during medieval period many of the scientists were philosophers). He is usually reckoned as an artist who excelled in sculpture, painting, and architecture (Trainer, C., 2005). From then, I became interested with his works and of course with his life. And found to be influenced by his philosophy. He began his Notebooks in pursuit of evidence that the human body is microcosmic, which, by 1510-1511, included dissections of the human body. In his Notebooks can be found innumerable designs and drawings of mechanical and engineering devices which anticipate technological inventions in later centuries. The first documented design of a mechanical robot can be found in his Notebooks. There are also drawings for the construction of a helicopter, tank, submarine, mechanical calculator, car, and solar energy device. In many respects, Leonardo captures the essence and values of the modern mind; his interest and creative inventions in technology, his forward looking attitude, (The Encyclopedia Britannica, 2010). According to Chad (2005), When viewed overall, Leonardo da Vinci was ahead of his time by celebrating experience as his one true mistress. Most remarkable of all, is Leonardos conviction that this knowledge derived from experience. Furthermore, that observation and experience are more necessary the more one learns, seems to have guided Leonardos studies as his knowledge broadened. His philosophy is much of Pragmatism. It is knowing results from experiencing and use of the scientific method; values are derived from experiences; and instruction organized around problem solving according to the scientific method (see Table 1). Pragmatism has educational emphasis on processes, how to learn, and science as method (Table 2). From the worldview of Pragmatism, the educational philosophy of Progressivism evolved. In Progressivism, curriculum composes of activities and projects; and the instruction features problem solving and group activities, the teacher acts as facilitator (Table 3). Furthermore, in Progressivism, learning is active and leads to change in behavior (Table 4). My Philosophy in Teaching Chemistry Before proceeding to conceptualization of my philosophy in teaching, here is a conversation, excerpt from an Indian movie entitled 3 Idiots
Professor: Rancho: Professor: Rancho: Define a machine? A machine is anything that reduces human effort. Will you please elaborate? Anything that simplifies work, or saves time, is a machine. Its a warm day, press a button, and get a blast of air. The fan A machine! Speak to a friend miles away. The telephone A machine! Compute millions in seconds. The calculator A machine!

Rancho:

Professor: Rancho: Professor:

Chatur:

Professor: Chatur: Rancho: Professor: Rancho: Professor: Rancho: Professor: Rancho: Professor:

Rancho: Professor: Rancho:

Professor: Rancho:

Professor: Rancho:

Were surrounded by machines; from a pens nib to a pants zip all machines. (Pulling his zipper) Up and down in a second. Up, down, up, down (Throwing a chalk on Ranchos face) What is the definition? I just gave it to you, Sir. Youll write this in the exam? This is a machine up, down (Also pulling his zipper) Idiot! Anybody else? Sir, machines are any combination of bodies so connected that their relative motions are constrained and by which means, force and motion may be transmitted and modified as a screw and its nut, or a lever arranged to turn about a fulcrum, or a pulley about its pivot, etc., especially, a construction, more or less complex, consisting of combination of moving parts, or simple mechanical elements, as wheels, levers, cams, etc. Wonderful. Perfect. Please sit down. Thank you. But Sir, I said the same thing in simple language. If you prefer simple language, join an Arts and Commerce college. But Sir, one must get the meaning too. Whats the point of blindly cramming a bookish definition? You think youre smarter than the book? Write the textbook definition, mister, if you want to pass. But there are other books Get out! Why? In simple language, - Out! Idiot! So, we were discussing the machine Whyre you back? I forgot something. What? Instruments that record, analyze, summarize, organize, debate and explain information; that are illustrated, non-illustrated, hard-bound, paperback, jacketed, non-jacketed with foreword, introduction, table of contents, index, that are intended for the enlightenment, understanding, enrichment, enhancement, and education of the human brain through the sensory route of vision, sometimes touch. What do you mean? Books, Sir. I forgot my books. May I? Couldnt you ask simply? I tried earlier, Sir. It simply didnt work!

The conversation demonstrates two types of student. Rancho who is relying more on experience and Chatur who is more on memorization. In addition, reflected on the movie is the reliance of the Professor on the textbook.

I can relate with the movie and quite guilty as I also sometimes behaving the same way as the Professor did. With the lessons on then movie, by learning the different philosophical approaches, and by knowing the philosophy of model scientist; I find my educational philosophy more of Progressivism which rooted from the philosophical view, Pragmatism. The difficulty in teaching chemistry may be that students have difficulty believing in something they cannot see. They say that Chemistry courses are too abstract, which resulted to negative perception of what chemistry is. Moreover, teaching chemistry is done more on lecture style. As a consequence as noted by Horton (2004) and I quote presented in learning situation where the student is rewarded (with grades) for remembering it (information), the information may be memorized in order to earn the reward, but it is likely to be quickly forgotten because it does not make sense. The same way as Yuzhi, W. (2003) believes that we (instructors) tend to force students to try to memorize the material and rely on their ability to recall the information quickly when required (during examinations). And Lythcott (1990) as cited by Levy Nahum, Hofstein, Mamlock-Naaman, and Bar-Dov, (2004) suggests that: If, for example, correct problem solutions yields grades, but no guarantee that the chemistry has been understood, and then one must seriously question what is being evaluated. With Progressivism, knowing results and values are derived from experiencing and use of the scientific method; and instructions are organized around problem solving according to the scientific method. The curriculum composes of activities and projects; and the instruction features problem solving and group activities, and the teacher acts as facilitator. Furthermore, in Progressivism, learning is active and leads to change in behavior. Books serve not an authority but only a tool to learning.
Teaching Methodology

It is said that we teach the way we were taught; and the way we were influenced by philosophy in life, by our values, and by the environment. Once again, here is an excerpt from the movie 3 Idiots. A conversation between the College Director and a student named Rancho.
Rancho: Director: Rancho: Director: They teach how to get good scores They dont teach Engineering. Now you will teach me Engineering? No, Sir Vaidyanathan (The Class Professor), please sit down. Here is a selfproclaimed professor who thinks he is better than our highly qualified teachers. Professor Rancho will teach us Engineering. (Writing the words Farhanitrate and Prerajulisation on the board) You have 30 seconds to define these terms. You may refer to your books. Raise your hand if you get the answer. Lets see who comes first, who comes last. Your time starts now. (After 30 seconds) Times up. Times up, Sir. No one got the answer?

Rancho:

Rancho:

Rancho:

Director: Rancho: Director: Rancho:

Now rewind your life by a minute. When I asked this question, were you excited? Curious? Thrilled that youd learn something new? Anyone?... Sir? No. You all got into a frantic race. Whats the use of such methods? Even if you come first, will your knowledge increase? No, just the pressure. This is a college, not a pressure cooker. Even a circus lion learns to sit on a chair in the fear of the whip. But you call such a lion well-trained; not well-educated. Hello! This is not a Philosophy class. Just explain those two words. Sir, these two words dont exist. These are my friends names. Farhan and Raju. Quiet! Nonsense! Is this how youll teach Engineering? Sir, I wasnt teaching you Engineering. Youre an expert at that. I was teaching you how to teach. And Im sure one day youll learn because unlike you, I never abandon my weak students.

As with the movie, I strongly believe that no instructor, professor, or teacher is not capable to teach whatever his /her area of specialization is. As said, they are all experts on their fields. What was revealed in the movie was that some if not many of them do not know how to teach. Maybe they know how, but they are not doing. These were not put into practice. Inspired by the movie and by the model scientist, I do believe that the two things enumerated here encompass my teaching methodology. However, I still believe, the methodology may be developed as I am new in the academe, as I am continue gaining experiences, and as I proceed engaging with different educational philosophies. 1. Increase student interest in chemistry Since we are handling courses of allied health fields in Brent, it is necessary to integrate topics such structure and reactivity in general, organic, and biochemistry highlighting their applications to their fields. This is as to increase their interest since allied health students are mainly engrossed on the chemistry of living systems. This is in congruence to the suggestion of Holbrook (2005) that in teaching chemistry, the stress on conceptual understanding in students and an appreciation of the nature of science should tend to be relevant for functionality in our lives i.e. relevant to the home, the environment, future employment, and most definitely for future changes and developments within the society. Moreover, students appear to be more motivated to learn things related to their everyday life (Gabel, 1999). 2. Enhance student learning in the course Based on the educational philosophy of Progressivism which stresses that students should test ideas by active experimentation, students learning in can be enhanced by experience. In my class, I used to give group works. Each group was expected to perform activities. They read procedures by themselves and discussed what were being instructed as to meet the objectives of the activity. I as their instructor

tried not to answer questions regarding the activity; I only facilitated them until their questions were answered. After the activity, they had to submit individual reports even though they performed by group. Their individual reports served as an assessment tool as to what concepts were still to be clarified. Last summer, in my Biochemistry Laboratory class, I let the students to make a concept map individually. After that, they were instructed to form a group and were given the task of making a Group Concept Map. With this, individual work might be used as initial ideas wherein the discussions among themselves begun. Then, one from the group presented their concept map. Of course, the one who presented was chosen randomly. This was to ensure that individual member had studied what had to be presented. This strategy coincides on the conclusion of Timberlake (retrieved on 2011) that student collaboration and peer instruction using non-graded classroom assessments and team worksheets in a student-centered classroom provides continuous feedback to both students and instructor throughout the class time. Students interact with each other as well as the instructor, which means they are processing ideas and learning. They are using new vocabulary in a non-intimating setting and participating in problem solving as they work and explain concepts to other students. Just recently, in my General Chemistry laboratory class, an activity was given to them but without one of the material and a stone which the size needed was not indicated. This was done in order to assess their scientific attitudes (discussed in the lecture class) and how they apply the scientific method (also discussed in the lecture class). Most of the groups complained on the lacking material. Some asked permission to leave the laboratory for them to get the said material. Some proceeded in the activity discovering that the lacking material was not very necessary; that the activity could still be done; that the objectives could still be met. With regards to the stone, all of them immediately got stone without considering the size. They weighed the stones only to find out that the stones were not fitted to the glassware. So, they had to replaced it with the stones with the appropriate size; and repeat again the procedure. As observed, students within the group discussed among themselves. Some members blamed the other, but in the end, issues were resolved. At the end of the class, I told them that what they had done were the same as what scientists (chemists) were doing; that discoveries in science were not immediately attained; that scientists faced failure but continued to find the answer; and that scientific attitudes were important to be successful in any scientific endeavor. According to Kind (2004), instructors must explain that even scientists themselves did not understand about particles until quite recently they had been at work for nearly 2000 years before the idea of atoms was accepted in the early 19th century. By doing this, we, the instructors, let the students experience the world and let them construct concepts as related to what they had discovered. According to Yuzhi, W. (2003) and I quote, Teachers assume the role of cognitive and meta-cognitive coach rather than knowledge-holder and disseminator. Students assume the role of active problem solvers, decision makers, and meaning makers than passive listeners. We, as educators, must make our students not well-trained but well-educated.

LITERATURE CITED:
Gabel, D. (1999) Improving Teaching and Learning through Chemistry Education Research: A Look to the Future. Chemical Education Research 76(4), 548-554 Gregorio, H.C. and Gregorio C.M. (1976) Introduction to Education in Philippine Setting. Quezon City. Garotech Publishing Holbrook, J. (2005) Making Chemistry Teaching Relevant. Chemical Education International 6(1), 1-12. Retrieved at www.iupac.org/publications/cei Horton, C. (2004) Student Misconceptions and Preconceptions in Chemistry retrieved at http://modeling.asu.edu on July 27, 2011 Kind, V.B. (2004) Beyond Appearances: Students misconceptions about basic chemical ideas retrieved at http://www.rsc.org/images/Misconceptions_update_tcm18-188603.pdf on July 27, 2012 Levy Nahum, T., Hofstein, A., Mamlock-Naaman, R., and Bar-Dov, Z. (2004) Can final examinations amplify students misconceptions in chemistry? Chemistry Education: Research and Practice 5(3), 301-325. Monk, M. and Osborne, J. (1996) Placing the History and Philosophy of Science on the Curriculum: A Model for the Development of Pedagogy. London, United Kingdom. John Wiley & Sons, Inc. Sanguineti, J.J. (1992) Logic. Manila. Sinag-Tala Publishers Inc. The Encyclopedia Britannica. (2010). Knowledge in Depth. Vol. 27. Encyclopedia Britannica, Inc. Chicago Timberlake, K. (retrieved on September, 2011) Using Student Centered Learning Strategies in the Chemistry Classroom. retrieved at http:www.karentimberlake.com Trainer, C. (2005) Finding a Philosophy in Leonardo. Retrieved on July 27, 2012 at http:www.philosophy.org Wang, H.A. and Schmidt, W.H. (2001) History, Philosophy and Sociology of Science in Science Education: Results from the Third International Mathematics and Science Study. Science & Education 10: 5170. Williams, J. (2007) Do we know how science works? A brief history of the scientific method. School Science Review, 89(327), 119-124. Yuzhi, W. (2003) Using problem-based learning in teaching Analytical Chemistry. The China Papers (July 2003) http://oregonstate.edu/instruct/ed416/PP1.html retrieved on August 22, 2012

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