Abstract:
TIn a previous article we introduced as a case study the current problem of the membership to group 3 in the periodic table, making visible the different scientific-philosophical interpretations and their proposed solutions. In this second part, the aim is to provide some ideas based on research into didactic, history, and philosophy of chemistry that highlight the value of argumentation and explanation as cognitive-linguistic skills and competences to communicate the philosophical and historical problems that are inherent in the construction of chemical knowledge. The debate on group 3 in the periodic table is a good example of a theorized reflection in which researchers of the periodic table are currently immersed, and this work points to some strategies for its teaching and learning.
Keywords:
Periodic table; Philosophy of chemistry; History of chemistry