Addresses the question: If an intellectual change is truly fundamental, how can it be socially comprehensible? Claims that the question is particularly pressing in the case of Darwin's "Origin." Argues that the answer lies in an understanding of how scientific revolutions depend on continuity with an existent cultural grammar. (JD)

Many chemists want to be effective teachers but have little background in psychology or education on which to build successful practices. The primary audience for this book is chemistry teachers at the secondary and tertiary levels, and its purpose is to encourage readers to construct a new understanding of how their students learn. This book is…