ACCEPTED OBJECTIVES in the TEACHING of GENERAL COLLEGE CHEMISTRY* OTTO M. SMITH Oklahoma Agricultural and Mechanical College, Stillwater, Oklahoma
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HIS project was undertaken as part of the work of the Committee on Examinations and Testst of the Division of Chemical Education of the American Chemical Society. A list of possible objectives' was assembled from many sources in a questionnaire form. Several questionnaires were sent to each of a representative list of schools. These included the land grant colleges, members of the American Association of Universities, and a selected list of technological institutions and colleges. This list was obtained from the Appendices No. 11, page 834 of "American Universities and Colleges" (1928). The colleges were selected by choosing every third institution. Questionnaires were also sent to forty-seven authors of college and high-school texts. The 192 replies received from 112 schools were distributed as follows:
incidental, not necessary incorrect, not an aim under any condition
In arranging and phrasing the proposed objectives, an attempt was made to classify them, where possible, under the seven cardinal principles of secondary edncation.% Sections I and I1 deal with strictly professional knowledge, cultural ideas predominating in the former. Section I11 is essentially a paraphrase of the preceding sections. Section V deals with "health" and "worthy home membership"; Section VI, "vocation"; Section VII, "worthy use of leisure time"; and Section IV, unrelated to the cardinal principles, takes up the trait of curiosity and the urges to manipulate and explore. With the exception of a knowledge of natural laws and important principles, the questionnaire implies Number Rcplicr nothing as to the subject-matter content of the course. Land Grant Colleges 30 57 It was felt that the desirable content of general chemUniversities 20 41 istry was sufficiently covered hy the Committee on the 38 57 Colleges Authors 29 30 Correlation of High School.aud College Chemistrya in their list of topics for a minimum high-school course in Five authors were located in schools not otherwise reprechemistry. The attention of the committee was disented. Seven replies were not in proper form for rected toward other objectives, in reality more importabulation. This distribution is thought to be suf- tant. It was thought that it is not primarily the ficiently general and the number of individuals reply- mastery of specific subject matter but the ability to ing and institutions reached suEciently large so that meet situations and to solve theni that constitutes the the results are a fair representation gf the opinions of more valuable training the student receives. the teaching profession. In some institutions the The reliability of these results depends upon, first, questionnaires were answered as a unit following a the thoroughness of the sampling, and, second, the consultation of faculty members. In others the qualification of the individual making the reply. Withteachers as individuals filled in the answers. On each out a doubt, those who come in contact with the greater statement they were asked to indicate their opinions number of students, either-through the written text as follows: or through large classes, exert the wider influence, but xxx most important or an essential aim not necessarily the most nearly correct one. The authors who write the texts, who determine what the xx important, a desirable aim if possible to attain student shall read, the mamier and order in which the * Presented at the Twelfth Midwest Regional Meeting of the subject matter is presented and the theory developed American Chemical Sofietv. Mav 4. 1934. t This report is presentid by ;hecommittee on Examinations those who study the students' reactions and the proand Tests:~EarlR. Glenn, S. R. Powers, Rufus D. Reed, Burt fessional adoptions, should be in position to say with P. Richardson, Frank Wade. and 0. M. Smith, Cheirman. Obiectives of chemistrv taken from "Course of stud7 in some authority what the aims are in the teaching of The weighting of the individual replies chemis& for the senior hfzh school." bv Pauline ~ c ~ o & e l l chemistry. . Mary L: Allen, Charles ET Dull, Walter J. Dumm, way& has caused much concern, and as yet no means of makHemphill, Annie P. Hughes, J. Edwin Sinclair, Otto J. Walrath, R. B. ?'hitmoyer, William Foster, and Samuel R. Powers: from "Teachtna of first-vear chemistrv." bv 1.0. Frank: and obtained by persoril commkcation with^. W, Tyler, wiiliam McPherson; and others
"Cardinal principles of secondary education." Bulletin No. 35, 1918, Department of the Interior, Bureau of Education. '"Correlation of high-school and college chemistry," J. CHEM.EDUC.. 1, 87-99 (May, 1924).
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ing such an evaluation seems sufficiently good to be incorporated in this survey. To bring forth any difference between the opinions
of the authors, the teachers in the large institutions and those in the small colleges, the replies are tabulated under the five headings. The results are compiled in
Errenlid nnd Deriroblr Aimr
Number of 1ostitution. Number of Replies I.
T o ~ r o v i d eDUD& with a broad and zenuinc a p p r d a t i o n a n d understanding (a) of the world in which they live (b) of what the developmentn of chemistry me%nin modern social ~
~
.... in industry
X'O
("1
(d, in oationai life (el of the work of recognized experts or scientists cEonomiesigni6esnee of new chemical (f) of the actual or p-ible discoveries (g) new material of commerce (h) new knowledge (i) of the cast of the aequirifion of new knowledge in money (j) in labor (k) in human live. 11. To provide opportunity for t h e acquisition of knowledse d o n e A. (a) of nat"ra1 taws (b) of the rignifieance of elmre and effect ( c ) of important facts (dl in the ability t o draw generalizations from specific experimental d a t a (4 in t h e ability t o test n proposal by hypothesis by planning experiments t h a t might be used (f) in tbe ability to locate chemical information in a library B. (a) To provide an opportunity t o acquire skill in the manipulat i o i o f laboratory equipment I l l . To provide a n opportunity for training (a) in t h e scientific method of thinking (prsuming t h a t this is being done) through t h e study of chemical problems (in your opinion, is this being done?) Yes In t h e erolaininz of natural ohenomena t o t h e end t h a t science and reality may function in place of superstition and uncertainty in the ability t o apply important principles of chemistry to provide an opportunity to acquire (essentials t o the study of ~eieoce,: (1) specific ideals (2) habits of thought and action E (3) desire for achievement (4) initiative (5) persistency (6) open-mindednes~ (7) honesty
V.
To provide an opportunity for t h e pupil t o satisfy hi. natvrnl curiosity (a) in the things and forces of nature (b) t o grin information which is interesting purely for i t s own sake (c) t o indulge in t h e manipulation of chemical material in order t h a t he may explore, as he desires, the world of reality To provide opportunity (a) for gaining chemical knowledge which will eontribute to individual health (b) for the pupil t o become acquainted with some of t h e npplications of chemistry t o home and community life, t o Commerec, trade., and the profe.sions i n connection with pure foods, eliminatioo and utilization of wprter, publb utilities. health regulations, ete., with the object of good citizenship
VI.
TO
IV.
provide an opportunity for the pupil t o determine hisinterests in chemistry and in t h e opportunities in this Beld (to the end t h a t the pupil may come to a decision as to whether "hemistry offers him a field for vocational activity)
VII. TO ~ r o v i d cinterests which may function in
Ersmlial Aims
is eminently suitable.'' From the small number of favorable replies on the desirability of developing some skill in laboratory work, it seems that the emphasis and the large proportion of time given to the laboratory, if for this purpose, is misdirected effort. Some replied that this is an aim in the follow-up course in chemistry. This seems to indicate that a growing majority of teachers are favoring a non-laboratory beginning college course. Some of the favorable comments on training in the scientific method of thinking, Section 111, are: "I believe I am doing it with some success," "Yes, so far as possible depending on the innate mental capacity," and "by all the better students," "accomplished to an extent," "if intelligently taught." Another would change the textbooks for he says, "It is not accomplished, if the present textbooks are followed." Others ascribe the students' failure to the "poor background" or their unwillingness "to embrace it." On the contrary, only forty-two per cent. believe that there is any success in training in the scientific method, and these vary from thirty-one per cent. of the authors to forty-nine per cent. of the college teachers. "Scientific method of thinking." says M. R. Chauncey. "is nothing but careful systematic thinking where all the relevant facts are considered and all conclusions are verified. Arithmetic and grammar when correctly taught yield the same values in so far as method is concerned. Of course, if one is to think on problems inA study of chemistry should provide the individual volving chemical principles he must use the data of with a broad and genuine appreciation and under- chemistry." Are we deceiving ourselves into believing standing of the chemical aspects of the universe; that we are actually teaching this method? If it is of the place of chemistry among the sciences; and not the scientific method that y e drill and hammer upof what the developments in chemistry mean in on, then, what is it that we do teach? On the other modern .. . social and industrial life (good citizen- hand, is an aim that is believed to be desired by all, ship). yet seems to be attainable by only a few of the more A study of chemistry should provide an opportu- enlightened students, a valid objective for general nity for the acquisition: of experiences in theuse chemistry? All items under Section I11 (a) with the probable exand the knowledge of the scientific method of thinking, using chemical problems; of a knowledge ception of (6). open-mindedness, B e in reality traits and of natural laws, important prindples and facts; of incidental ideals in any education. Though necessary the ability to draw generalizations from specific and required of all who achieve, they are not in any experimental data and to apply important prin- manner specific objectives in the teaching of the science ciples; and of some skill in laboratory manipu- of chemistry. If these traits and ideals are really the desired objectives, then our method of teaching and lation. the syllabi-of the courses certainly need revising. 111. A study of chemistry should provide an oworof his natural curiosity,j .The comments on tunity for the individual to determine his interests (Section IV) are certainly enlightening. Jacob Cornog and aptitudes in chemistry as a vocation. and C. L. Van Ende wonder if the student has any curiThese are the bare findings of the questionnaire. osity, while H. B. Hass thinks that he originauy had Many wrote their impressions and opinions, and these some hut wonders if he has any remaining at this stage are worthy of consideration in this discussion. As de- of his career. E. C. Scott says, instead of satisfying, sirable aims the acquisition of a knowledge of the "better yet, to arouse the student's curiosity." The natural laws and the ability to draw generalizations many remarks about that of allowing the student to are both favored to the extent of eighty per cent. The explore as he desires in the world of reality, are clicriticism of the latter is that it cannot he done, is too maxed by F. E. Brown, who affirms that "this [method] advanced and difficult, and too much to expect in the leads rapidly to eternity." The wide differences in the opinions expressed on beginning course. "Children generalize, why wait until we become research workers? Is this not a fault Section VI on vocations is explainable in that general in our method? Chemistry has much material that college training is not intended to be professional, while terms of percentages and under the heading of essential and essential and desirable aims. Just what percentage approval constitutes sufficient evidence to justify setting up a given aim as an objective for all teachers? Certainly a bare majority does not. Does two-thirds, eighty-five per cent., or just what value? As a basis for discussion, when seventy-five per cent. of the replies are in agreement the objective is taken as generally accepted, and when sixty-six per cent. agree then there is a sufficient majority to say that the objective is accepted by most teachers. A percentage of fifty-five to sixty indicates only possible acceptance; conversely, a return of less than thirty-three per cent. indicates rejection of the objective. A variation of * 5 per cent. was allowed in each instance. The essential aims that may be considered as generally accepted are: to provide pupils with a broad and genuine appreciation and understanding of the chemical aspects of the world in which they live and to give them an opportunity for training in the scientific method of thinking, through the study of chemical problems. An essential aim is a desirable one, hence the percentage figures in the first column, "Essential and Desirable Aims," are the sum of the two. Considering a return of sixty-six per cent. to indicate that the proposed objective is generally accepted as such, the opinions to be drawn may be summarized in the following. form.
in the case of the universities and land grant institutions the student is supposed to have some idea of his future vocation on entering. Thus, general chemistry should be taught as a "fmding" course, and the authors should consider this end in their writings. This questionnaire is quite behind the times, there being no N. I. R. A. in existence a t the time it was circulated, and the worthy use of leisure time had not the social and economic significance it may have today. Certainly this was not an aim if these percentages now hold true. But stimulating the desire to read literature pertaining to chemistry and scientific work undoubtedly is an objective and will follow as a logical result when interest is aroused. Herbert W. Alyea feels that the pupil should know that a group of scientific facts may often be correctly interpreted by more than one theory; and that further f a d s must be gathered in order to decide the correct one of two theories, that man's knowledge of
nature is meager, and that this knowledge is extended by research. Others affirm that the objectives of the teachers in a liberal arts college should differ from those in a technological school. Likewise, they should not be the same in general chemistry taught to the students in agriculture, home economics, liberal arts, etc. This was particularly emphasized by many teachers in the land grant institutions. Many replies stated for which of the above groups the opinions were given. The composite results show but few significant differences between these two groups. However, the fact is that no information is given to show for which group the replies are made. In conclusion the writer wishes to express his appreciation to the many who have aided the committee in this work by their answers and criticisms, and particularly to Dr. R. W. Tyler for his valuable guidance The committee welcomes criticisms and suggestions.
