CAREER: The Formation and Support of Chemists and Chemistry

职业：化学家和化学的形成和支持

• 批准号: 9984106
• 负责人: Lawrence Principe
• 金额: $ 27.33万
• 依托单位: Johns Hopkins University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-07-01 至 2006-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9984106&HistoricalAwards=false
• 关键词: CAREER; Formation; Support; Chemists; Chemistry

SES 99-84106 - Lawrence M. Principe (Johns Hopkins University) "CAREER: The Formation and Support of Chemists and Chemistry"This CAREER Award supports the development of the Principal Investigator's integrated interdisciplinary science-humanities career in both teach-ing and research, specifically in regard to chemistry and its historical development. Its teaching and research components both relate to fundamental questions about the nature, methodology, practice, and disciplinary identity of chemistry and the formation of chemists.Its research component focuses on the early 18th-century Paris Academy and its members, a chief locus for chemistry during a critical period. In spite of growing interest in the era, there remains no com-prehensive, integrated study of chemistry and chemists at the Academy-their formation, work, teaching, and interactions. Wilhelm Homberg, the Academy's chief chemist provides an organizing theme for the project. The project emphasizes Homberg's ideas and his interactions with his teachers, students, and colleagues. Homberg was formed as a chemist by a decade of apprenticeship with important figures (including von Guericke, Lemery, Boyle, and Kunckel). He wrote a text-book that broke completely from the 17th-century cours de chymie tradition, centering instead on methodology and a new identity for chemistry. As researcher and teacher, Homberg played a key role in shaping the emergent "new chemistry," promoting its importance and (re)forming the disciplinary identity and culture of chemistry at the institution that later included Macquer, Four-croy, and Lavoisier. Preliminary study also indicates Homberg's hitherto unknown devotion to the "old chemistry"-transmutational alchemy-traceable to Boyle, Becher, and others. This feature promises to shed further light on the vexed question of the continuity of alchemy/chemistry. The project showcases critical issues beyond the history of chemistry, including the role of instruments (the Academy's burning lens), disputes in science, patronage and court culture, experimentalism and "tacit" knowledge.The project's teaching component continues the emphasis on the nature and methodology of chemistry by using these subjects as a newly focus for introductory organic chemistry. Current teaching of organic chemistry does not reflect the reality or process of science as a human activity, and fails to teach how chemists work and think about the world. Methodology and independent thought are replaced with rote memorization and authoritarian claims. Using the insights of history and philosophy of science, the PI plans to reorient the course radically along a backbone of scientific methodology in order to give students a more accurate understanding of the "nature of chemistry." The goal is to produce students who can think scientifically about chemical issues rather than only regurgitate facts. Content materials (e.g. reactions, mechanisms, etc.) are to be shown as developments from scientific inquiry-a sharp departure from standard presentations using 19th-century taxonomies. This class has wide influence, affecting more than 50 percent of Johns Hopkins students and all pre-med and many engineering students nationwide, and so is a key place to provide a more authentic and deeper understanding of science as it is practiced. This project features the participation of a chemical education specialist, training classes for graduate students to improve teaching skills, and the creation of a Website as an adjunct to textbooks used elsewhere. A new history of science class on scientific formation (deploying results of the research section) is also proposed.

SES 99-84106 - 劳伦斯·M·普林西比（约翰·霍普金斯大学）“职业：化学家和化学的形成和支持”该职业奖支持首席研究员在教学和研究方面综合跨学科科学与人文职业的发展，特别是关于化学及其历史发展。其教学和研究部分均涉及化学的性质、方法论、实践和学科身份以及化学家的形成等基本问题。其研究部分重点关注 18 世纪早期的巴黎学院及其成员，这是化学的主要场所在关键时期。尽管人们对这个时代的兴趣日益浓厚，但学院仍然没有对化学和化学家进行全面、综合的研究——他们的形成、工作、教学和互动。学院首席化学家 Wilhelm Homberg 为该项目提供了一个组织主题。该项目强调了洪伯格的想法以及他与老师、学生和同事的互动。洪伯格是通过与重要人物（包括冯·格里克、莱默里、博伊尔和昆克尔）长达十年的学徒生涯而成为一名化学家的。他写的一本教科书完全打破了 17 世纪的化学课程传统，转而以方法论和化学的新身份为中心。作为研究员和教师，洪伯格在塑造新兴的“新化学”、宣传其重要性以及（重新）形成该机构的化学学科特征和文化方面发挥了关键作用，该机构后来包括了麦克尔、福克罗伊和拉瓦锡。初步研究还表明，洪伯格对“古老化学”——嬗变炼金术——前所未有的热爱——可以追溯到博伊尔、贝歇尔等人。这一特征有望进一步阐明炼金术/化学连续性这一棘手问题。该项目展示了化学历史之外的关键问题，包括仪器的作用（学院的燃烧透镜）、科学争议、赞助和宫廷文化、实验主义和“隐性”知识。该项目的教学部分继续强调自然和通过将这些学科作为入门有机化学的新焦点来学习化学方法论。当前的有机化学教学没有反映科学作为人类活动的现实或过程，也未能教授化学家如何工作和思考世界。方法论和独立思考被死记硬背和独裁主张所取代。 PI 计划利用科学史和科学哲学的见解，以科学方法论为支柱，从根本上重新调整课程方向，以便让学生更准确地理解“化学的本质”。我们的目标是培养学生能够科学地思考化学问题，而不仅仅是死记硬背事实。内容材料（例如反应、机制等）将被展示为科学探究的发展——这与使用 19 世纪分类法的标准演示截然不同。该课程具有广泛的影响力，影响了超过 50% 的约翰·霍普金斯大学学生以及全国所有医学预科生和许多工程专业的学生，​​因此是在实践中提供对科学更真实、更深入理解的关键场所。该项目的特点是化学教育专家的参与，为研究生提供培训课程以提高教学技能，以及创建一个网站作为其他地方使用的教科书的补充。还提议开设一个关于科学形成的新科学史课程（部署研究部分的成果）。