In considering the role of values in chemistry education, there are a number of assumptions made that may not be all that obvious. For example, many people would contend that chemistry (and science) is value-free as it strives to provide an objective view to explain natural phenomena. In a similar vein the idea of values in chemistry education may also be considered value-free, or if there are values associated with chemistry education, are they attributable to only the education aspects. This statement raises the question of how chemistry education is different from chemistry. Additionally, there can be assumptions about what we mean by values and how are they different from beliefs and attitudes. What is also important here is how do values have an impact on learning and teaching, particularly in relation to chemistry. This chapter will explore these issues and assumptions and not only what they mean from a research perspective, but also how we can explore such issues in practice.
|Title of host publication||Relevant Chemistry Education: From Theory to Practice|
|Editors||Ingo Eilks, Avi Hofstein|
|Place of Publication||Rotterdam The Netherlands|
|Pages||101 - 118|
|Number of pages||18|
|Publication status||Published - 2015|