scholarly journals Superstrutures above the Periodic Law (About the article of O.V. Mikhailov)

2019 ◽  
Vol 28 (11) ◽  
pp. 98-103
Author(s):  
I. S. Dmitriev
Keyword(s):  
Quantum Chemical ◽  
Research University ◽  
Critical Assessment ◽  
Periodic Law ◽  
Approach To Teaching

The author expresses critical remarks regarding the article by O.V. Mikhailov on teaching the topic “Mendeleev’s Periodic law” by at the national research University. Some specific errors of O.V. Mikhailov relating to historical-scientific and quantum-chemical issues are indicated. The article also presents a general critical assessment of his approach to teaching.

scholarly journals Experience in Teaching Mendeleev’s Periodic Law at National Research University

2019 ◽  
Vol 28 (11) ◽  
pp. 78-85 ◽  
Author(s):  
O. V. Mikhailov
Keyword(s):  
Inorganic Chemistry ◽  
General Chemistry ◽  
Research University ◽  
Educational Process ◽  
Periodic Law ◽  
Hund’S Rule ◽  
Hund's Rule

The article discusses the questions concerning the presentation of the essence of the D.I. Mendeleev’s Periodic Law in the modern educational process in the framework of general educational and special chemical disciplines “General Chemistry”, “Inorganic Chemistry” and others. Some incorrectness have been noted both in the formulation of the Periodic Law itself and in the formulations of principles that are fundamental to the interpretation of this law (Hund’s rule, Pauli’s principle, Klechkovsky’s rule). Also, the article proposes the amended formulations of Mendeleev’s Periodic Law and each of these three principles.

scholarly journals Reflections on Teaching and Studying the Scientific Laws

2019 ◽  
Vol 28 (11) ◽  
pp. 86-97
Author(s):  
L. V. Shipovalova
Keyword(s):  
Critical Thinking ◽  
Research University ◽  
Research Question ◽  
School Education ◽  
University Education ◽  
Educational Goals ◽  
Historical Aspect ◽  
Periodic Law ◽  
History Of ◽  
Scientific Laws

The article aims to discuss the problems of teaching and studying the scientific laws. It is dedicated to the anniversary of Dmitriy Mendeleev’s Periodic Law, but the author discusses the scientific laws in a broad epistemological and educational context. In the first section of the article, the author determines the purpose of education at a research university on the basis of Wilhelm von Humboldt’s ideas. She emphasizes that, in contrast to school education, which is focused on the transfer of ready-made knowledge, university education should generate critical thinking. In the context of such distinction between educational goals, a research question is formulated. How to make the practice of teaching a scientific law truly relevant to research university, and not only and not so much to school education? The answer to this question consistently considers two interrelated aspects of the possible education of future researchers. The author describes the historical aspect of teaching the scientific laws through two strategies of the history of science – antiquarianism and presentism. She demonstrates that antiquarianism can contribute to the formation of critical thinking. The author reveals the ontological aspect of teaching the scientific laws and relates it with the critic of objectivism in interpretation of scientific knowledge. In conclusion she argues that the proposed approach may contribute to the generation of scientific thinking aimed at finding new knowledge.

A pragmatic approach to teaching clinical physical diagnosis

1981 ◽  
Vol 45 (9) ◽  
pp. 585-588
Author(s):  
MJ Kutcher ◽  
TF Meiller ◽  
CD Overholser
Keyword(s):  
Pragmatic Approach ◽  
Physical Diagnosis ◽  
Approach To Teaching

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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