Woyke, Andreas

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Woyke, Andreas

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    PublicationAccess status: Open Access ,
    Die Entwicklung einer aprozessualen Welt- und Naturdeutung in der abendländischen Geistesgeschichte und ihre Bedeutung für die "Ausblendung des Prozessualen" in Chemie und Chemieunterricht
    (2004)
    Woyke, Andreas
    Starting-point of the thesis is the opinion, that problems, which are characteristic for chemistry teaching, and the negative character of chemistry in school and society are closely connected with the historically grown and founded „fade-out of processes“ in chemistry and chemistry teaching. In front of this background it deals with a reflection about new arguments for the intentions and subjects of chemistry teaching, which are developed in a frame of different positions (Wagenschein, Weninger, Dierks, Buck and others). Existing lacks of the established curriculum are substantiated by a qualitative research with pupils of introductory chemical education. In the centre stands a detailed analysis of the genesis of an aprocessual understanding of nature, which leads from the ontology of Greek myth to the fundamental one-sidedness of modernity. Thereby should be reconstructed the line of development, through which we can understand the one-sidedness of the present experience and interpretation of nature. This extensive view is taken as decisive for a specifically aprocessual understanding of nature in chemistry und chemistry teaching. Some systematic perspectives out of scientific theories, philosophy of chemistry and process philosophy show possibilities and ways for a stronger emphasis of the processual in chemistry and chemistry teaching and a general conception of the world. Proposals for a concrete realisation in introductory chemical education and references to the allrounded educational and philosophical character of a chemistry teaching which takes more emphasis on the processual aspects of chemical phenomena give an outlook on corresponding projects in school.
    Source Type:Doctoral Thesis
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