Introduction

In the early years of the IB Diploma many schools were following more of a heptagon model of the programme rather than the correct model at that time which was the ‘Hexagon’.

Theory of Knowledge is a 100 hours course and was seen as separate subject so that students were effectively taking seven subjects for their Diploma and there was very little, if any, overlap between them. Each school had one or more teachers who were responsible for teaching TOK to separate classes and many normal subject teachers did not see it as having anything to do with them.  

In 2006 this changed as the new subject guides began to incorporate TOK into every IB subject and all IB Diploma classroom teachers are now expected to include Theory of Knowledge in their subject teaching even though there will still be the 100 hours of specialised TOK classes run alongside.

This section covers what Theory of Knowledge is and how it is assessed. It then looks at the different ways of knowing as applied to Chemistry teaching. This is followed by some general examples (such as what is a paradigm shift and the importance of serendipity) which encompass an overall view of Chemistry. It then goes on to look at how to encourage critical thinking in Chemistry with many examples. Specific examples of how to incorporate TOK into each of the eleven core topics are given in a separate section called Incorporating International Mindedness, TOK, 'Utilization' etc. which is under the overall heading of Core & AHL.