Chemical Education Today
Especially for High School Teachers
by Diana S. Mason
Cross-Connections of Chemistry Out of curiosity, as I read through this issue I made note of how many of the articles refer to the interconnectedness Secondary School Featured Articles of chemistry. There are a lot of references—to literature and poetry (p 142), physics (p 150), chemical sciences (p 155), 䊕 JCE Classroom Activity: #42. Rubber Bands, Free Energy, physical science (p 165), pharmaceutics and technology (p and Le Châtelier’s Principle, by Warren Hirsch, p 200A. 173), interdisciplinary courses (p 179), biochemistry (p 239), 䊕 Teacher Perceptions in the Selection of Experiments, by Luis and biology and medicine (p 264). In contrast, Francisco et D. Montes and Mark G. Rockley, p 244. al. reported that students may emote “I don’t think anything is supposed to connect in chemistry” (p 248)—well, at least they didn’t say “to” chemistry. adjustable-height support As far back as 1830, the cross-contamirubber strip outside of chemistry departments require one or nation of pure disciplines (for instance more courses in chemistry. Curriculum planners mathematics with chemistry) was conheat from know that without the background the study of sidered an aberration (1). Yet today, light weight high-intensity balance chemistry affords, application courses (mainly in bumper stickers read “What in the incandescent light the biological sciences) would be unable to proworld isn’t chemistry?” and most vide students who seek degrees in these areas with chemists think of themselves as a part the essential building blocks they need to succeed. of the central science. What does this We are in desperate need of qualified chemsay about the study of chemistry? Are istry teachers. Are the teachers who have biology, physics, or we losing our identity without realizing it? In a recent editosome psychology degrees qualified to teach chemistry? Have rial in Chemical and Engineering News, Rudy Baum, the manthey taken enough chemistry to be prepared to teach outside aging editor, commented on an article in Time magazine that their degree field? If remediation is necessary, what courses honored 18 individuals, many of them scientists, but only should be required? Attracting pre-service science teachers to one of whom was a chemist (2). In his synopsis of the Time the study of pure chemistry is not an easy task when more article, he wraps up with “Science = Biology”. attractive course offerings are available. Maybe we should conWhat can we do to make our subject more attractive? centrate on cross-training in-service teachers by providing apAre we so rigid in our approach to teaching chemistry that propriate graduate courses to encourage them and bring them deviation from the tried and true is impossible? Montes and into the family. Many teachers with degrees outside the traRockley (p 244) compared the pros and cons of traditional ditional discipline of chemistry have adequate backgrounds verification experiments and more inquiry-based methods. in the applications of chemistry. Requiring hours of underTheir study of teachers’ initial inclinations regarding the segraduate education before they enter the hallowed halls of lection of experiments for their students’ laboratory experithe chemistry building as graduate students only serves to ence and how those teachers’ views changed should motivate discourage a large segment of in-service teachers who wish us to reconsider how we approach laboratory instruction. to broaden their perspective. The National Science EducaCompare what you think now with what you think after you tion Standards make a compelling argument for connecting have read pp 244–247. and integrating science courses for practicing teachers (3). How does the number of applied chemistry courses (and We are at the crossroads. At a time when we so desperately I dare say, courses with intriguing names) affect the preparaneed qualified chemistry teachers, shouldn’t we be more open tion of our next generation of chemistry teachers? Chemisin our graduate teaching programs, inviting those with detry departments still offer traditional courses: general chemgrees in other disciplines to start on a graduate degree withistry, organic chemistry, physical chemistry, inorganic chemout insisting on undergraduate or survey coursework first? istry, and analytical chemistry. However, one might ask, what Many potential chemical education graduate students have a content is taught in such courses as molecular biology, neubackground in chemistry—it is just known by another name. roscience, endocrinology, neuroendocrinology, forensic science, immunology, virology, pharmacology, neuropsychopharmacophysiology, medical and behavioral disorders, physiLiterature Cited ological psychology, biofeedback methods, and intermediary 1. Comte, A. Cours de Philosophie Positive; 1830. metabolism, to name just a few? Even though none of these 2. Baum, R. M. Chem. Eng. News 2001, 79 (36), 5. courses contain the word chemistry, I hazard a guess that much 3. National Research Council. National Science Education Stanof their content is chemistry. Like mathematics, chemistry is dards; National Academy Press: Washington, DC, 1996. considered by many to be a service course. Many degree plans
JCE Forums, a discussion for High School Teachers at http://jchemed.chem.wisc.edu/cgi-bin/webx JChemEd.chem.wisc.edu • Vol. 79 No. 2 February 2002 • Journal of Chemical Education
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