A COLLEGE COURSE IN METHODS O F TEACHING SCIENCE VDAGEGENHEIMER, RUSSELL SAGE COLLEGE. TROY. NEWYORE A special methods course devoted to the teaching of science in secondary schools is given as part of the training a t Russell Sage College to those of its science students who have had foundation courses in education and psychology and are preparing to teach. This outline emphasizes the teaching of science in general, with special reference to chemistry. Following it, the specific problems of biology and physics are discussed by members of these departments. The outline has developed by using as reference material the JOURNAL OF CHEMICAL EDUCATION and books found through its articles. It is interesting to note that it changes from year to year as material accumulates and different arrangements are made possible. This can be accomplished by abstracting journal articles on cards so that they may be filed under different headings. As can be readily foreseen, there are difficulties when an attempt is made to file many of the articles under a definite topic. In fact, there is so much overlapping of subject material that it is often desirable to discuss the articles separately, presenting the various ideas of the author, and then to correlate material according to the outline after the papers have been discussed. An attempt has been made to present the high-school point of view, although many papers dealing with college chemistry have been included because of their valuable contributions to the teaching of chemistry, and the correlation of high-school and college chemistry. These references, reviewed in class, form the basis.for class discussions. Outline of Course and References I. Introduction
1. The Meaning of Science 2. The Scientific Method 3. History of Science Teaching in High Schools 4. The Need of Studying Problems in Teaching Chemistry Referaces:
Introduction to Science. Thomson. Chaps. I and I11 The mean in^ of Science. Twiss. Chaw I What IF Science and IS It Suitable for Instruction' Downing, Chap. I V Tlw Status of Aiah-School Science. ilrownrll and Wade. Chap. XVII Suggestions for Teaching the Scientific Attitude. New York state Syllabus. 1930,p. 60
JOURNAL oa CHEMICAL EDUCATION New Life in Old Chemistry. 2.346 The Tmponance or Maintaining Intrrest. 2, 386 The I'roblcm of Hxh-School Chemistry. 2 , 471 The Need for Research on Problems of Instruction. 2, 670 Recent Advances in Teaching Elementary Chemistry. 4,497 The History of Chemistry Teaching in American High Schools. The Scientific Method in Practice. 8, 1817 1439
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Il. The Teacher 1. 2. 3. 4.
Personal Qualifications Professional Training Guiding Principles Service to Society
Referencer: The Science Teacher. Brownell and Wade, Chap. XI1 Professional Preparation of the Science Teacher. Brownell and Wade, Chap. XI11 The Science Teacher and the Community. Brownell and Wade, Chap. XIV The Science Teacher as a Builder of Character. Brownell and Wade, Chap. XV Viewpoint of Science Teacher. Twiss, Chap. I1 J o m OP~ CBMW
EDUCATION
The Response of Students to Chemical Education. 1, 12 The Need of Trained Teachers of Chemistry. 1,35 Making High-School Chemistry Worth While. 1, 104 The Science Teacher's Opportunity. 2, 1045 Duties of One in Charge of the Department of Science. 3, 533 Standards for High-School Chemistry Teachers. 3, 1178 Qualifications of a Chemistry Teacher. 3, 1277 What Sort of Chemistry Should Be Taught in the High School? 4, 58 Self-Help for Teachers. 6, 1733 Professional Spirit among Teachers of Chemistry. 7, 1366 Qualifications of Chemistry Teachers. 8, 83 Preparation of HighSchwl Chemistry Teachers. 8, 102 Comparison of Chemistry Group with Biology and Physics. 8, 556 Chemistry in the Vocational High Sohool of the Middle West. 8, 712 Chemistry and Vocational Guidance. 8, 1353
III. R e a m s for the Study of Science in High School 1. Correlation with Everyday Life 2. Interrelation of Biology, Chemistry, and Physics 3. Objectives in Teaching Science (a) training (b) instruction (6) inspiration (d) development of moral laws and religious attitude toward daily life Referacer: The Aims of Science Teaching. Downing, Chap. V What It I s to Study in High-School Sciences. Brownell and Wade, Chap. X Phases of Science Teaching in Moral Education. Brownell and Wade. Chap. XVI Government Bulletin, No. 26, pp. 12-6 General Objectives. New York State Syllabus, 1930, pp. 1-11
JOWL
OF
CHEMCAL EDUCXTION
The Objectives of High-School Chemistry. 2, 53 The Importance of Teaching Chemistry. 2, 67
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METHODS OF TEACHING SCIENCE
Objectives in Teaching Chemistry. 2, 585 What Are Our Objectives in Teaching Chemistry? 2, 971 Teaching Science as a "Way of Life." 6, 378 Educational Aims in Teaching Elementary Chemistry. 6, 1120 Training HighSchwl Students to Drill Themselves. 7, 1315 A Plea for Mercy. 7, 1645 Objectives of the Courses in General Chemistry. 7, 1869 Teaching Science as a "Way of Life." 8, 670
N. Principles and Methods of Teaching Science 1. Lesson Plan ( a ) object ( b ) development (c) summary 2. Teaching the Lesson ( a ) in laboratory ( b ) in class 3. Use of ( a ) lecture-demonstration ( b ) textbook (c) tests (d) field observations (8) projects ( f ) library (g) study periods
References: Methods in Science Teaching. Downing, Chap. VIII Methods of Teaching. Twiss, Chap. V Chemistry-Principles and Methods. Twiss, ~ f a pXX . Chemistry-Practical Suggestions in Teaching. Twiss, Chap. XXI Lectures, Excursions, and Reviews. Twiss, Chap. IX Instruction in the Classroom. Smith and Hall, Chap. V Class Management. Brownell and Wade, Chap. VI Use of Projects in Science Teaching. Brownell and Wade, Chap. VII Teaching "Cycle" in Secondary-School Science. Brownell and Wade, Chap. XI The HigbSchool Science Library. Wehb Government Bulletin No. 26, pp. 16-22 JOURNAL 01.
CHEMICAL EDUCATION
The Kinetic Theory-an Example of Right Thinking. 1, 75 The A r t of Lecture-Table Demonstrating. 2, 443 Teaching Definitions in Chemistry. 4, 1031 Students' Research Work in High-Schwl Chemistry. 4, 1241 Posters in Chemistry. 5,157 A Chemistry Exhibit. 5, 280 The Teaching of Chemistry in a Democracy. 5,301 The Chemistry Open-House as an Aid in Instruction. 5, 531 The HighSchool Chemistry Library. 5, 861 Experiences with Oral Recitations. 5, 994
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Chemistry Prajeds in High School. 5,1112 How to Study Chemistry. 5, 1307 Term P a ~ e Practices r in Hiah-School Chemistry. 5. 1445 Ideas that Persist in chemistry. 6, 65 Nomenclature of High-Schwl Chemistry. 6, 72 Fostering Science clubs. 6,496 A Chemical Museum Exhibit. 6, 730 Working hIndrl By-product Cokc Plant. 6, 715 Irnprorrrnrnt of ScicntiGc Ability. 6, 1130 High-School Projects in Chemistry. 6, 1139 Aims versus Methods in Chemistry. 6, 1512 A Method of Chemical.Instruction. 6, 1525 A Prescription for Arousing Enthusiasm. 6, 1528 Posters in High-School Chemistry. 6, 1535 The Function and Limitations of Lecture Demonstrations. 6, 1882 Hiah-School Chemistry Demonstrations. 6. 1905 Our Changing Education. 6, 1940 The Lecture-Demonstration Method. 7, 109 A Beginning Cowsc Bawd on Principles of Chcmktry. 7, 13317 A hlerhod of Teaching Equation Writing. 7, 1332 Some Projects in chemist&. 7, 1656 The Displacement Series as a Means af Teaching. 7, 1895 Training in Writing Chemical Equations. 7, 2127 Methods of Increasing Interest. 7, 2141 Training in Writing Chemical Equations. 7, 2725 Teaching High-School Chemistry Teachers 8, 524 Making Posters for Chemistry. 8, 688 Unit Method of Teaching C h e ~ i s t r y . 8,910 Inspection Trips. 8, 919 Recitation Methods. 8, 1153 .f The First-Year Chemistry Course. 8, 1781 Hydrogenation of Oils. (Project.) 8, 1856 A New Type of Chemistry. 8,2214 Chemistry Scrap Bwks and Magazines. 8, 2416
V.
Educational Psycholow Applied to Science Teaching 1. Psychological Basis for Objectives 2. Educational Functions and Values of the Sciences 3. Cultural Value of Science
References: Science and Children. Twiss. Chap. IV Educational Functions and Values of the Sciences. Twiss, Chap. VI The Disciplinary and Cultural Values of Science. Twiss, Chap. VII An Educational Creed in Connection with Teaching. Brownell and Wade, Chap. VIII EDUCATION J O ~ N AOFL CHEMICAL The Final Produd, or. What Can Be Accomplished. 1 , 109 The Course in High-School Chemistry. I. 1, 183 A Plea for fnterest. 2, 141 Some Misconceptions of Chemical Education. 2, 142
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METHODS OF TEACHING SCIENCE
The Course in HighSchaol Chemistry. 11. 2, 188 Problems of Curriculum and Method of Instruction. 2, 998 Why ~ r e ' s t u d e n t sNot More Interested in Chemistry? 3, 556 Salvaging the Superior High-School Chemistry Student. 3, 1380 A Ps;ch&gical Basis for objectives. 4, 364 Application of Psychology t o Teaching High-School Chemistry. 6, 2181
VI. Content of H i - S c h o o l Chemistry Cowse 1. Correlation with Previous Scicncc Work 2. Correlation of Hiah-Schoul and Culleae Chemistry 3. Outlines of study(a) minimum essentials ( 6 ) supplementary work (c) special topics
.
References: "A Diagnostic Study of the Subject Matter of High-School Chemistry." Powers Government Bulletin No. 26, 1920, pp. 42-9 New Yark State "Syllabuses in Physics and Chemistry." 1930 College Entrance Examination Board Requirements. JOURNAL OF CHEMICAL EDUCATION The High-School Course versus College Requirements. 1, 55 Correlation of Hiib-School and College Chemistry. 1, 87 Should the Electron Theory Be Included in High School? 1, 145 The Student's Viewpoint. 2, 113 Problem Work in Elementary Chemistry. 2, 136 A Minimum or Maximum Course. 2,235 Questions Relative to Correlation of High-Sghool and College Chemistry Courses. 2, 260 Report of Committee on Relationship between High-School and College Chemistry. 2,269 Suggestions for Modifying Content. 2, 737 Overlapping of High-Schwl and College Chemistry. 2, 798 Correlation of High-School and College Chemistry. 4, 640 Curriculum for Every Man's Son and Daughter 4, 976 What Chemistry Should Every Adult American Know? 4, 1493 Qualitative Analysis in High-Schwl Chemistry. 5 , 84 High-School Student in Formula and Equation Writing. 5, 304 Relation of Forest Mantle t o Teaching Chemistry. 5, 314 Chemistry in a CoBperative Industrial Course. 5, 425 Correlation of High-School with College Chemistry. 5, 1627 Teaching of Qualitative Analysis. 6, 486 Valence as Defined in High-School Texts. 6, 718 The Teaching of Quantitative Analysis. 6, 1953 Present Specific Objectives in High-School Chemistry. 6, 1958 Segregation of High-School Chemistry Pupils. 8, 1598
W. Laboratory Instruction 1. Correlation of Laboratory and Class (a) precedence of laboratory work and recitation
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( b ) proper order of laboratory and textbook work (c) lecture-demonstration 2. Methods of Laboratory Practice (a) selection of laboratory manual ( b ) method of recording results (6) inspection and grading of notebooks 3. Educational Values of Laboratory Method References: Instruction in the Laboratory. Smith and Hall, Chap. IV Classroom and Labaratsry Instruction. Twiss, Chap. VIII Place of Laboratory Work in Teaching of Science. Brownell and Wade, Chap. I Character of the Laboratory Exercises and the Laboratory Manual. Brownell and Wade, Chap. I1 Written Work of the Laboratory. Brownell and wade, Chap. I11 Comparison of Difierent Methods of Laboratory Practice. Carpenter, Chap. IV Report of N. E. Chemistry Teachers' Association JOURNAL OF
CAE~CA EDUCATION L
The Advantages of Laboratory Work. 1, 205 Types of Thought Questions in Laboratory Manuals. 2, 167 Place of Technical Work in Laboratory Manual. 2, 170 The Laboratory Study of Chemistry. 2,231 Correlation of Lecture, Recitation, and Laboratory Work. 2, 566 Suggestions as to Selection of a Laboratory Manual. 2, 605 Study of Methods for Recording Laboratory Notes. 3,296 f Achievements of Pupils in ~ a b o r a t o r ynstruction. 3, 307 Notebooks in Laboratory Instruction. 3,419 Some Unstressed Essentials in Teaching. 3, 787 Different Methods of Laboratory Practice. 3, 798 Practical Chemistry. 3, 876 Laboratory Reports. 3, 1313 Fundamentals of Laboratory Instruction. 4,359 How Grade Laboratory Notebooks? 4,890 How, When, and Where Grade Notebooks? 4, 892 Laboratory Instruction in Chemistry. 5, 459 Order of Precedence of Laboratory Work and Recitation. 5, 1300 Does Laboratory Work Belong? 5, 1432 An Outstanding High-School Department of Chemistry. 5, 1571 Testing Laboratory Technic. 6. 1321 Should Laboratory or Recitation Have Precedence? 7, 571. 1355 Tradition versus Effectiveness. 7. 1642 Making Laboratory Work Effective. 7, 2913'
WI. The Place of the Natural Sciences in the Curriculum 1. Place and Time Devoted to Biology 2. Place and Time Devoted to Chemistrv 3. Place and Time Devoted to Physics
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METHODS OF TEACHING SCIENCE
References: The Sciences and the Curriculum. Twiss, Chap. XI Teaching of Chemistry and Physics. Smith and Hall. Chap. I1 Government Bulletin No. 26,1920, pp. 22-4 JOURNAL OR CHEMICAL EDUCATION
Same Suggested Changes in High-School Chemistry. Grade in Which Chemistry I s Offered. 5, 1301
IX.
2, 447
Examinations and Tests 1. Value (a) old type (essay style) (b) new type (true and false, completion, etc.) 2. Types (a) standard (1) high school, accomplishment (Powers) (2) college, aptitude and placement (Iowa) (b) teacher-made (1) principles governing construction
References: Examinations and Tests. Twiss, Chap. XXIV Examinations as Tests of Progress and Proficiency. Brownell and Wade, Chap. IX Tests in Science. Downing, Chap. I X A Diagnostic Study of Subject Matter in High-School Chemistry. Powers Preparation and Use of New-Type Examinations. Patersan New-Type Questions in Chemistry. Cook
*
.Tests of Achievement in Chemistry. 1, 139 How Long Do Students Retain What They Have Learned? 2,174 A Study of Pupil Errors in Chemistry. I. 2, 760 Mental Processes Required in Examinations in Chemistry I. 3,445 Mental Processes in Recent Examinations in Chemistry 11. 3, 525 The Value of Oral Examinations. 3, 773 The Value of Tests in Writing Chemical Equations. 3, 915 The Selective Value of Powers' General Test. 3, 1138 Chemical Equations. 3, 1305 A Study of Pupil Errors in Chemistry. 11. 4,45 The New-Type Method of Testing-A Criticism. 4, 1414 New-Type Tests Meet a Need. 4, 1418 Tests and Testing. 4, 1459 Relation between Intellixence and Success in Chemistry. 5, 76 More Scientific Education; Less Educational Measurement. 5, 189 Diamostic Study of Difficulties and Remedial Measures. 5,208 ~ h b ~ e w - ~ versus y p e Old-Type Tests (comparison). 5, 854 Finding the Superior High-School Chemistry Student. 6, 76 Differmtiation for Variations of Learning C'apncitie~. 6, 32: The Ncw-Type I
