THE USE OF INDUCTION IN TEACHING OF PERIODIC SYSTEM, AS EPISTEMOLOGICAL KNOWLEDGE PRODUCTION METHOD

In this study, the induction, one of the basic problems of philosophy of science, within the framework of the main lines of criticism, how it is used in teaching 10th grade chemistry course aims to examine the issue of the periodic system. The study was carried out with a case study in qualitative research method based on the designs. The study group consisted of five chemistry teachers. Data was collected via semi-structured interviews. Content analysis and descriptive analysis methods were used. The data obtained showed that the teachers were using induction with deductive implications. Also, induction used in teaching, in epistemological perspective; tautology, non-generalizing (exception), imperfect-perfect induction, causality, such as some around the concepts discussed.