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  1. History, philosophy, and science teaching: The present rapprochement.Michael R. Matthews - 1992 - Science & Education 1 (1):11-47.
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  • A Lakatosian conceptual change teaching strategy based on student ability to build models with varying degrees of conceptual understanding of chemical equilibrium.Mansoor Niaz - 1998 - Science & Education 7 (2):107-127.
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  • History and philosophy of science through models: The case of chemical kinetics.Rosária Justi & John K. Gilbert - 1999 - Science & Education 8 (3):287-307.
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  • The development of the theory of electrolytic dissociation.K. C. De Berg - 2003 - Science & Education 12:397-419.
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  • Archives de physiologie normale et pathologique.[author unknown] - 1877 - Revue Philosophique de la France Et de l'Etranger 3:431-431.
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  • The Layers of Chemical Language, I: Constitution of Bodies v. Structure of Matter.M. G. Kim - 1992 - History of Science 30 (1):69-96.
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  • International Symposia.Evan M. Melhado, Gad Freudenthal, Zafer Toprak, Selcuk Tozeren, Selim Deringil, Yakov Rabkin & Ivo Schneider - 1985 - Isis 76 (4):562-566.
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  • International Symposia.Evan Melhado, Gad Freudenthal, Zafer Toprak, Selcuk Tozeren & Selim Deringil - 1985 - Isis 76:562-566.
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  • Julius Thomsen and classical thermochemistry.Helge Kragh - 1984 - British Journal for the History of Science 17 (3):255-272.
    Classical thermochemistry is inextricably bound up with the problem of chemical affinity. In 1851, when Julius Thomsen began his career in thermochemistry, the concept of chemical affinity had been in the centre of chemical enquiry for more than a century. In spite of many suggestions, preferably to explain affinity in terms of electrical or gravitational forces, almost nothing was known about the cause and nature of affinity. In this state of puzzling uncertainty some chemists felt it more advantageous to establish (...)
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  • The teaching of physics and the contexts of inquiry: From Aristotle to Einstein.Arthur Stinner - 1989 - Science Education 73 (5):591-605.
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  • Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy.Martin Monk & Jonathan Osborne - 1997 - Science Education 81 (4):405-424.
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  • Affinity and Matter. Elements of Chemical Philosophy 1800-1865.T. H. Levere & W. H. Brock - 1995 - Annals of Science 52 (2):206.
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  • From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks.Mansoor Niaz - 1998 - Science Education 82 (5):527-552.
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  • Baroque tower on a gothic base: A Lakatosian reconstruction of students' and teachers' understanding of structure of the atom.Rafael Blanco & Mansoor Niaz - 1998 - Science & Education 7 (4):327-360.
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  • How in spite of the rhetoric, history of chemistry has been ignored in presenting atomic structure in textbooks.María A. Rodríguez & Mansoor Niaz - 2002 - Science & Education 11 (5):423-441.
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  • History of science in science education: Development and validation of a checklist for analysing the historical content of science textbooks.Laurinda Leite - 2002 - Science & Education 11 (4):333-359.
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  • The development of the theory of electrolytic dissociation.Kevin C. De Berg - 2003 - Science & Education 12 (4):397-419.
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  • What historians of science and science educators can do for one another.Gerald Holton - 2003 - Science & Education 12 (7):603-616.
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  • Against a negative image of science: history of science and the teaching of physics and chemistry.J. Solbes & M. Traver - 2003 - Science & Education 12 (7):703-717.
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  • The renewal of case studies in science education.Arthur Stinner, Barbara A. McMillan, Don Metz, Jana M. Jilek & Stephen Klassen - 2003 - Science & Education 12 (7):617-643.
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  • Missing elements: what philosophers of science might discover in chemistry.Andrea Woody & Clark Glymour - 2000 - In Nalini Bhushan & Stuart M. Rosenfeld (eds.), Of Minds and Molecules: New Philosophical Perspectives on Chemistry. Oxford University Press. pp. 17--33.
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  • The Communal Context for Etienne-François Geoffroy's “Table des rapports”.Frederic L. Holmes - 1996 - Science in Context 9 (3):289-311.
    The ArgumentEtienn-François Geoffroy' Table des Rapports is generally regarded as a landmark in the evolution of chemistry during the eighteenth century. Issues have arisen among historians concerning the significance and originality of the Table that require fuller attention to the immediate context of chemical research in the Academie des sciences during the two decades that preceded its appearance. The present paper argues that, despite the transition from communal to individual research projects that marked the reorganization of the Academy in 1699, (...)
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  • Thermochemistry versus thermodynamics: The nineteenth century controversy.R. G. A. Dolby - 1984 - History of Science 22 (4):375-400.
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  • The Marginalization of Berthollet's Chemical Affinities in the French Textbook Tradition at the Beginning of the Nineteenth Century.Pere Grapí - 2001 - Annals of Science 58 (2):111-135.
    After Lavoisier's execution, the leading French chemists were Antoine-François Fourcroy , Louis-Bernard Guyton de Morveau and Claude-Louis Berthollet . At the beginning of the nineteenth century, Berthollet introduced a new conception of chemical change that challenged the theory of elective affinities which had dominated chemistry for nearly a hundred years. Berthollet's new affinities raised controversy among chemists and had to coexist with the firmly established theory of elective affinities. Apart from the public debate in research articles, Berthollet's affinities also had (...)
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  • Chemische Mechanik und Kinetik: die Bedeutung der mechanischen Wärmetheorie für die Theorie chemischer Reaktionen.Jutta Berger - 1997 - Annals of Science 54 (6):567-584.
    Summary The first systematic studies on the velocity of chemical reactions (now called reaction rates) were published in the 1850s and 1860s. Inquiring about the course of chemical change, their authors established empirical equations on the basis of their measurement results. But these laws, which represented reaction velocities as proportional to the actual concentration of the reagents, could not be given a physical foundation. The chemists themselves regarded their propositions as mere ad hoc hypotheses. In 1867 Leopold Pfaundler formulated a (...)
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