These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...) of constructivism in science education. (shrink)

There are inherent difficulties in a subject like chemistry particularly the notion of a chemical reaction. In this paper the difficulties are discussed from a teaching and learning perspective and from a history of chemistry perspective. Three teaching/learning studies of the incompleteness of the iron thiocyanate reaction in chemical equilibrium are reviewed and it is shown that a recent historical study of the iron thiocyanate reaction has the potential to challenge the interpretation of the incompleteness of the reaction. This establishes (...) a controversial context where students can be introduced to epistemic thinking, that is, how to interrogate chemistry data and form a conclusion which resonates with what we know about the nature of science. A curriculum suggestion for pre-service chemistry teachers is provided. (shrink)