Die Entwicklung einer aprozessualen Welt- und Naturdeutung in der abendländischen Geistesgeschichte und ihre Bedeutung für die "Ausblendung des Prozessualen" in Chemie und Chemieunterricht

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.