A foundational approach to high school introductory chemistry

This dissertation is intended to defend a unique approach to chemistry instruction and to represent key selections from a proposed chemistry text. This proposed text is part of a whole introductory chemistry curriculum intended to contextualize the study of chemistry against its larger historical, social, cultural, and scientific background, using strategic integration of subject matter from other academic disciplines. The text is designed to provide an extensive introduction to the science of chemistry by means of historical narratives, written in dialogue form.;In defending this approach, a theoretical framework is offered, based in part upon John Dewey's concept of experience. While an entire chemistry curriculum is beyond the scope of this project, sufficient portions are provided to permit a reasonably complete representation of the whole curriculum as it has been envisioned.