The rational knowledge, in the process of the teaching periodic system; its genaration, epistemology and methodology

In this study it is aimed to determine how chemistry teachers and students realize knowledge generation based on reasoning within the framework of discourses, that created in the process of teaching and to investigate such knowledge generating for epistemology. The study is limited to teaching the periodic system. Research is conducted per the case study method with qualitative research approach. Besides data of researches being conducted in school year 2009-2010 that is observing courses with video record, it is also collected with the semi- constructed interview with teachers and students. Obtained data was analyzed to content analysis. Study group included 5 chemistry teachers from in five different schools and randomly selected 15 students following these teachers' courses.This study is conducted with a philosophical perspective. Methodological and epistemological features of knowledge generation are reached in this study.In terms of methodology in the process of teaching, it is come out that knowledge is generated related to the processes whose structure is completed under the name of ?Knowledge Generation Process, (KGP).? In knowledge generation that is composed with these processes, there is not only a formal quality deduction which is done form a priori espoused information that is shaped by teachers? statements but also there is a methodology based on the inductions that are done to verify this deduction differently. In this methodology, the students who are in the process of the espousal a priories and do inductions from these, have also contributions for the study. In other words, it is said that the methodological structure of knowledge generation in general is based on a deductive process which is done with common premises. In the study except induction and deduction, it is not found that methods have a wide range of providing potential in explaining anomalies and in this respect, hypothetical -deductive and retroductive methods which are seen as being effective methods in teaching periodic system and methodology related to these methods is also not seen.Epistemological qualifications which are appeared to be a relationship with methodological qualifications that has been discussed above are: In the chemical nature of scientific knowledge which is used in the process of knowledge generation depending on the methods of reasoning, it is observed that there are functional changes such as a priories and being analytical. On the other hand, the terms like reductionism, tautology and causality which are not suitable in connection with these changes and the epistemological relations that are open to discussion are also showed up. Moreover, it is cleared that periodic system is appeared as axiomatic system because of different reasons related to this reasoning. In this process, the teachers? decisive and directive qualities on the students are also creating a significant point.Composing such an knowledge generation in the classroom environment form the aspects of methodology and epistemology is not supporting the significant points like scientific thinking and understanding the nature of science in terms of education that are suitable for the quality of scientific knowledge on the brink of periodic system and chemical knowledge. In addition to, it can be said that this environment can cause several problems in learning chemical declarative knowledge. When it is thought from this general frame, comments at the science philosophy on the reasoning?s methods base which is considered as a variable are possible in reaching these acquisitions at different dimensions in science and chemistry teaching. At this point, addressing alternative methods of reasoning especially in the context of scientific epistemology and methodology is seen required.Keywords: Chemistry education, Philosophy of Chemistry, Periodic system,Periodic table, Reasoning methods, Knowledge generation, Epistemology and Methodology