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DOI: 10.1039/B2RP90042D (Paper) Chem. Educ. Res. Pract., 2003, 4, 131-148

QUANTUM vs. “CLASSICAL” CHEMISTRY IN UNIVERSITY CHEMISTRY EDUCATION: A CASE STUDY OF THE ROLE OF HISTORY IN THINKING THE CURRICULUM

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Pedro J. SÁNCHEZ GÓMEZ*a and Fernando MARTÍNb
aUniversidad Complutense de Madrid, Facultad de Educación, Spain
bUniversidad Autónoma de Madrid, Facultad de Ciencias, Spain

Received 9th December 2002 , Accepted 8th May 2003

Abstract

In this paper we present an analysis of the situation of the discipline quantum chemistry within university chemistry curricula. In order to rationalise this situation, we have adopted a historical perspective, focusing on the work of the towering figures of G. N. Lewis and L. Pauling as the main sources of modern chemical theory. From the analysis of the contribution of these authors we have proposed three points as the most conflicting ones for the teaching of quantum foundations to chemists: the off Physics character of the physical vision of the microscopic realm provided by “classical” chemistry; the polysemy of several terms taken from the work of L. Pauling (e.g. “orbital”; “resonance”; etc.) when they are used in a quasi-quantum context; and finally, the divergence of the physical visions of the world provided by quantum and classical theories. [Chem. Educ. Res. Pract.: 2003, 4, 131-148]