Discussion: History-Assisted Instruction and the Uses of
Human Issues in Chemical Education
Rapporteur: L. W. Fine, Housatonic Community College In another ad hoc session the participants came together to discuss the uses of histow, philosophy, sociology, and . . . .~ other humane issues in teaching college and university level chemistry courses. Both the how and why aspects of the topic were covered for graduate and undergraduate programs. Most of the discussions and illustrations, however, related to general chemistry for science, and nonscience majors, and the basic organic course. The principle theme was concerned with what role, if any, an historical-philosophical development of topics should play in introductory chemistry courses. The preliminary consensus was that although such an approach is clearly suitable for a non-scientist's chemistry course, the same treatment in the pre-professional or "science majors" course is a subject of some concern. It is often difficult to introduce humane issues while a t the same time maintaining necessary rigor. The question was raised whether or not it is indeed necessary to include all the topics now commonly covered in the pre-professional and majors courses. Is there a national consensus among chemists on what constitutes a "must he taught" core curriculum? Most of the participants present thought that, more or less, there was. It was suggested that the lecture might be used to introduce cultural topics while other instructional methods (i.e., texthcbks, off-prints, study guides, programmed study materials, computers, etc. . . .) he used to teach the more repetitive aspects. Several distinct advantages of the humane approach to the chemical education of science students were suggest~
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/ Journal of Chemical Education
ed. Historical matters can he used as a vehicle for explaining how chemists approach problems, thereby leading students toward a better understanding of scientific methodology and thought. Presentation of the failures and ambiguities of science was thought to have educational value. Students might develop a better and more realistic appreciation of the science if they had more knowledge of its origins and development, especially as it relates to topics of immediate concern. The clarity and forcefulness with which the great scientists, as Rutherford and Bohr, or Pauling and Woodward, have described the essence of their discoveries often has more impact than second-hand accounts and textbook digestions. One inherent difficulty lies in testing student knowledge of matters that belong to history and philosophy. It was recognized that most students ignore classrwm aspects of topics on which they know they will not be directly evaluated. The common use of standardized examinations containing questions based on traditional course content, and especially the large, multi-sectioned courses, were considered to be serious limitations on the ability of the individual teacher to use this approach. Finally, it was felt that some student resistance to attempts at broadening the presentation has to do with the expectations they bring with them into the course. They believe science to be "straight" stuff, concise and rigorous, without subjective elements, and nothing more. The provocative question is whether or not to allow such an immature view to prevail for the sake of expediency in the classroom.
