It goes without saying that atomic structure, including its dual
wave-particle nature, cannot be demonstrated in the classroom.
Thus, for most science teachers, especially those in physics and
chemistry, the textbook is their key resource and their students
core source of information. Science education historiography
recognizes the role played by the history and philosophy of science
in developing the content of our textbooks, and with this in mind,
the authors analyze more than 120 general chemistry textbooks
published in the USA, based on criteria derived from a historical
reconstruction of wave-particle duality.
They come to some revealing conclusions, including the fact that
very few textbooks discussed issues such as the suggestion, by both
Einstein and de Broglie, and before conclusive experimental
evidence was available, that wave-particle duality existed. Other
large-scale omissions included de Broglie s prescription for
observing this duality, and the importance of the Davisson-Germer
experiments, as well as the struggle to interpret the experimental
data they were collecting. Also untouched was the background to the
role played by Schrodinger in developing de Broglie s ideas. The
authors argue that rectifying these deficiencies will arouse
students curiosity by giving them the opportunity to engage
creatively with the content of science curricula. They also assert
that it isn t just the experimental data in science that matters,
but the theoretical insights and unwonted inspirations, too. In
addition, the controversies and discrepancies in the theoretical
and experimental record are key drivers in understanding the
development of science as we know it today."
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