FOR HUMANIZATION AND HISTORICISM: HOW WELL UNIVERSITY STUDENTS KNOW AND WHAT THEY THINK ABOUT CHEMICAL EPONYMS

TitleFOR HUMANIZATION AND HISTORICISM: HOW WELL UNIVERSITY STUDENTS KNOW AND WHAT THEY THINK ABOUT CHEMICAL EPONYMS
Publication TypeJournal Article
Year of Publication2017
AuthorsSlabin, U, Krasitski, V
JournalJournal of Baltic Science Education
Volume16
Issue2
Start Page250-265
PaginationContinuous
Date PublishedApril/2017
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1236470
Keywordschemical education, chemical eponym, historicism, history of science, humanization, named reaction
Abstract

Chemical eponyms possess important didactic and axiological potential that can be utilized for implementation of the principles of humanization and historicism manifested in national educational standards. This study focused on students’ knowledge and views of eponyms in the light of history of science. 22 general chemistry students of Belarusian State University, 131 students of general and 119 students of organic chemistry of University of Oregon, all different majors, were surveyed on their knowledge and views of eponyms using a 24-item online questionnaire. Mann-Whitney coefficients were calculated to establish significant differences and Pearson chi-square test was applied to find correlations. It was found that students’ knowledge and views of eponyms are defined mostly by major: students majoring in teaching chemistry showed higher knowledge and expressed more positive views of eponyms than those majoring in non-teaching, non-chemistry and especially non-science. Other factors include students’ learning experience and study intensiveness. While didactic potential of eponyms is utilized anyway, utilization of their axiological potential depends on instructor’s willingness and mastery and should not be exaggerated as vehicles for the principles of humanization and historicism.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1236470
Refereed DesignationRefereed
Full Text