Dedication.- Foreword.- Preface.- Authors'' Introduction.- Chapter 1. Philosophy of Chemistry and Chemistry Education.- 1.1 Introduction .

- 1.2 Arguments about chemistry teaching .- 1.3 Chemistry Curriculum Development: A Brief Overview .- 1.4 Philosophy of Chemistry: A New Source of Information for Chemistry Education .- 1.5 Benefits of Learning Epistemic Themes in Chemistry Education .

- 1.6 Rationale and Outline of the Book .- 1.7 Conclusions .- Chapter 2. Defining the Epistemic Core of Chemistry.- 2.1 Introduction .

- 2.2 Aims and Values in Chemistry .- 2.3 Practices in Chemistry .- 2.4 Methods in Chemistry .- 2.5 Knowledge in Chemistry .

- 2.6 Applying the Epistemic Core to Chemistry Concepts .- 2.7 Implications for Chemistry Education .- 2.8 Conclusions .- Chapter 3. Epistemic Beliefs and Teacher Education.

- 3.1 Introduction .- 3.2 Epistemology and Teacher Education .- 3.3 Epistemic Beliefs .- 3.4 Teachers'' Knowledge and Learning .

- 3.5 Strategies for Supporting Chemistry Teacher''s Epistemic Thinking .- 3.5.1 Argumentation .- 3.5.2 Visualisation .

- 3.5.3 Analogies .- 3.6 Development of Pre-Service Teachers'' Epistemic Thinking .- 3.7 Teacher Education in National Context .- 3.

7.1 Contrast of Teacher Education Programmes at Oxford and Bogazici .- 3.8 Conclusions .- Chapter 4. Incorporating the Epistemic Core in Teacher Education Practice.- 4.1 Introduction .

- 4.2 Teacher Education Context in Turkey .- 4.3 Design of Teacher Education Sessions .- 4.3.1 Session on Introduction to Nature of Science .- 4.

3.2 Session on the Family Resemblance Approach .- 4.3.3 Session on Aims and Values of Science .- 4.3.4 Session on Scientific Methods .

- 4.3.5 Session on Scientific Practices .- 4.3.6 Session on Scientific Knowledge .- 4.3.

7 Session on Generative Images of the Epistemic Core .- 4.4 Lesson Ideas on Chemistry Topics Produced by Pre-Service Teachers .- 4.4.1 Lesson Ideas on Aims and Values .- 4.4.

2 Lesson Ideas on Practices .- 4.4.3 Lesson Ideas on Methods .- 4.4.4 Lesson Ideas on Knowledge .- 4.

5 Conclusions .- Chapter 5. Pre-Service Chemistry Teachers'' Representations and Perceptions of the Epistemic Core: A Thematic Analysis.- 5.1 Introduction .- 5.2 Tracing Pre-Service Teachers'' Representations and Perceptions .- 5.

3 Defining Aims and Values of Science .- 5.4 Types of Scientific Practices .- 5.5 Diversity of Scientific Methods .- 5.6 Coherence among Knowledge Forms and the Growth of Knowledge .- 5.

7 Conclusions .- Chapter 6. The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on one Pre-Service Chemistry Teacher.- 6.1 Introduction .- 6.2 Representations and Perceptions of Aims and Values .- 6.

3 Representations and Perceptions of Scientific Practices .- 6.4 Representations and Perceptions of Scientific Methods .- 6.5 Representations and Perceptions of Scientific Knowledge.- 6.6 Conclusions .- Chapter 7.

Learning and Teaching about Philosophy of Chemistry: Teacher Educators'' Reflections.- 7.1 Introduction .- 7.2 Journey to Teacher Education .- 7.3 Background in History and Philosophy of Science .- 7.

4 Experiences in Incorporating Nature of Chemistry in Teacher Education .- 7.5 Transforming Theoretical Frameworks into Empirical Research .- 7.6 Conclusions .- Chapter 8. Towards Development of Epistemic Identity in Chemistry Teacher Education.- 8.

1 Introduction .- 8.2 A Framework of Epistemic Identity .- 8.3 Epistemic Identity and Teacher Education .- 8.4 Implications for Future Research .- 8.

5 Strengths and Limitations of the Book .- 8.5 Conclusions .- Authors'' Biographies.