Talking chemistry:
Investigating epistemological
aspects of chemical language and
implications for chemical education
Sibel Erduran
University of Bristol, United Kingdom
Agustín Adúriz-Bravo
Universidad de Buenos Aires, Argentina
Outline of Presentation


Background: the philosophy of chemistry and
the role of language in science learning
Chemical language:



Levels of language
Syntax and semantics
Implications for chemical education research:



Learning
Curriculum design
Teacher education
Philosophical Confusion?

“I think that if one looks closely at the basic
philosophical positions offered by some
chemical constructivists, one sees many
radical themes that are not only open to
serious questioning but can also be
construed as being anti-scientific.” (Scerri,
2003, p. 468).
Philosophical Perspectives in
Chemical Education Research


Treatment of philosophical perspectives in
chemical education research has
conventionally focussed on themes such as
relativism, objectivism and realism (e.g.
Herron, 1996).
We need philosophy of chemistry in
chemistry education!
Status of Chemical Education Research


For some chemists, “research in chemical
education represents a soft option best suited
for those who are not capable of succeeding
in ‘real chemistry’ research” (Scerri, 2000, p.
468).
Extensive body of research in chemical
education (e.g. Gable & Bunce, 1984). Lack
of knowledge on the part of some chemists
that there is a formalised discipline called
“science education” (didactics of science).
Questions

What is the role of the philosophy of chemistry in
chemical education research?

What could be the contributions of the philosophy of
chemistry to chemical education research?

In particular, what is the nature of chemical
language from an epistemological point of view and
what implications are there for chemical education?

Epistemological: also praxiological and axiological.
(Izquierdo & Adúriz-Bravo, 2005)
Role of Language in Learning
Discourse
Role in learning
Argumentation
Implications for teaching
•Tool in construction of scientific knowledge
•Relation of evidence and theory
•“Science talk” (Lemke, 1990)
•Acquisition of scientific literacy
and knowledge (socio-cultural perspectives) •Explicitly taught
•Strategies and materials
•Development of habits of mind.
•Training
•Appropriation of community practices
Types of Activity
Listening
Reading
Set Exercise
Copying
Open paper and Pencil Task
Non-Practical
Observing Demonstration
Practical
Closed Practical Task
Open Practical Task
Preparing or Clearing Away
Grouped Discussion
Other
0
10
20
%
30
40
50
(Driver et al., 1987)
Previous Work

Argued on numerous occasions (e.g. AdúrizBravo & Erduran, 2003; Erduran & Scerri,
2002) that chemical education theory and
practice would benefit from applications of
philosophy of chemistry.
•
•
•
•
Models (Erduran, 2001; Erduran & Duschl, 2004)
Reductionism (Erduran, 2005)
Laws (Erduran, in press)
Implications for teacher education (Erduran,
Aduriz-Bravo & Mamlok-Naaman, in press)
Foundations of Philosophy of Science

Foundations of philosophy of science set by individuals who
focused on physics in their analyses of science (e.g. Carnap,
1928/1967; Hempel, 1965). Not surprising, then, that
epistemological questions surrounding scientific knowledge
have centred around physics.

Challenging perspective that physics can serve as an
exemplar in describing knowledge in other sciences (Scerri &
McIntyre, 1997; van Brakel, 1994)

Growing support that chemistry deserves a distinct
epistemology (Bhushan & Rosenfeld, 2000 Scerri & MyIntyre,
1997; van Brakel, 2000).
What do Chemists do?

Chemistry is an experimental science that
transforms both substances and (chemical)
language. On the one hand, chemists analyze and
synthesize new compounds in the laboratory; on the
other, they make analytical and synthetic statements
about these compounds in research articles. It is
therefore essential to understand how chemists’ use
their language, what rules govern its use, and what
consequences the utilization of this language has for
chemistry as a whole (Jacob, 2001).
Chemical Language

Essential to distinguish between

chemical experiments and chemical language

different ‘levels’ of chemical language
(Jacob, 2001)
Chemical Language





Set of symbols - 110 elements (e.g. Na, Cl)
Chemical syntax - Formal rules (e.g. Na + Cl 
NaCl, valency, affinity)
Chemical ‘orthography’ – rules for combination of
elements in formulas (e.g. Na and Cl can be
combined to NaCl using the rule that 1 Na can be
combined with 1 Cl)
Chemical grammar – rules for reaction equations
(e.g. stoichiometric coefficients, use of unidirectional
or equilibrium arrows, reactions conditions)
Chemical semantics – meaning of symbols,
formulas, reactions (e.g. NaCl as lump of salt)
Chemical Syntax and
Semantics



Meaning of NaCl (chemical, physical, social,
cultural) independent from both orthographic
(e.g. NaCl v Na3Cl) and grammatical
correctness (e.g. 2Na + Cl2  NaCl2).
Assymmetry between syntactic and semantic
rules basis:
Allows introduction of chemical formulas that
are syntactically correct but do not (yet) have
an empirical basis
Levels of Chemical Language




Chemistry employs a particular language to name its
research objects (‘substances’). It provides a
vocabulary to talk about substances.
Additionally, it is possible to discuss substances in
general terms, talk about laws, models, and theories
that govern the behavior of elements and
compounds.
On yet another level, it is then possible to enter an
epistemological discussion about theories, their
origin, and empirical basis.
All levels of chemical language are vital for chemical
research, and chemical education?
Symbols in Chemical Talk


Relationship between the chemical symbols
used to represent substances and the
substances themselves is one of the most
central for the research chemist.
It is at this interface between the manipulation of
substances and the manipulation of symbols that
simple operations (such as mixing, burning)
become describable and generally reproducible,
become part of a science. (praxiology, axiology)
Examples of Levels

Symbols


Abstractors/ideators


Sodium and potassium are elements
Theories, laws, models


Na for sodium, K for potassium
Periodic law of the alkali metals including Na & K
Epistemological discussion

“A reaction mechanism is the linguistic
representation of a chemical reaction.”
Implications for Chemical Education?

As chemical educators, how do our definitions of chemical
language compare with those recently raised by philosophers of
chemistry?

How are we defining chemical language for the classroom?

What are aspects of chemical language that should be prioritised
for learning?

What strategies do we have to teach how to talk science?
These questions are not only critical to ask at a time when
philosophy of chemistry is taking momentum, but they also offer an
exciting challenge in application to everyday classrooms.
Future Research

Learning


Curriculum design


e.g. Levels of chemical language within and
across age groups
e.g. Effective strategies to incorporate
epistemological level of chemical language
Teacher education

e.g. Initial teachers’ understanding of the nature of
chemical language
Selected References







Adúriz-Bravo, A., & Erduran, S. (2003). La epistemología específica de la
biología como disciplina emergente y su posible contribución a la didáctica de la
biología. Revista de Educacion en Biología, 6(1), pp. 9-14.
Erduran, S. (in press). Breaking the law: promoting domain-specificity in
chemical education in the context of arguing about the periodic law. Foundations
of Chemistry.
Erduran, S. & Scerri, E. (2002). The Nature of Chemical Knowledge and
Chemical Education’, in Gilbert, J., de Jong. O., Justi, R., Treagust, D. & van
Driel, J. (eds.), Chemical Education: Towards Research-Based Practice, Kluwer
Academic Publishers, Dordrecht, pp. 7–27.
Erduran, S. (2001). Philosophy of Chemistry: An Emerging Field with
Implications for Chemistry Education, Science & Education, 10(6), 581–593.
Izquierdo-Aymerich, M. y Adúriz-Bravo, A. (2005). La enseñanza de los
componentes prácticos y axiológicos de los conceptos químicos, en Cabré, M.T.
y Bach, C. (eds.). Coneixement, llenguatge i discurs especialitztat, 325-345.
Barcelona: Institut Universitari de Lingüística Aplicada (UPF)/Documenta
Universitària. (ISBN: 84-934349-5-7)
Jacob, C. (2001). Interdependent operations in chemical language and practice.
HYLE--International Journal for Philosophy of Chemistry, 7(1), pp. 31-50.
Scerri, E.R., & McIntryre, L. (1997). The case for the philosophy of chemistry.
Synthese, 111.