Method-related aspects in an introductory theoretical chemistry course

Method-related considerations are an integral component of the scientific discourse, and it is important to familiarise students with them to an adequate extent. Some courses, because of the very nature of their content, are apt to stimulate broader and more complete reflections on the nature of the content itself, with enquiries on issues like the extent of the correspondence between our models and reality, the actual abilities of our investigation-instruments and of the models that we generate through them, the correlations and interactions between models and applications, the role of theory and theoretical evolution, both for itself and with reference to practical applications. The first theoretical chemistry course that students encounter provides a particularly apt opportunity to attract their attention on reflections of this type. The paper presents some approaches for the integration, into the course content, of the presentation of crucial issues pertaining to the scientific method, and discusses their impact on students' perceptions about the scientific discourse in general, and chemistry in particular. Examples from experiences in 'disadvantaged' contexts are also included, to broaden the panoramic of possible approaches and of the ways of tuning them to the students' needs.