Conrad N. Trumbore University of Delaware Newark, 1971 I
A Role-Playing Exercise in General Chemistry
There have been many appeals recently t o alter both the chemistry (1, 2) and non-science majors (3-9) basic chemistry courses. In most of these analyses, there appears t o be one element lacking. T h a t is the need of all students for identification in a student community which is increasingly depersonalized. This is especially true for t h e state university where there is more and more pressure to be "efficient" in the use of its resources, i.e., larger classes. The concepts of the simulation game and role-playing (10) seemed t o he a technique which might give students the elusive sense of "belonging" in some unique way and also provide a potential bridge between the real life use of chemistry and the abstractions of chemical theory. An ideal opportunity t o test this idea presented itself when t h e author was asked to teach general chemistry t o a class of about 160 students. This was the second semester of a two-semester introductory chemistry course1 which was a required service course for biology and engineering majors, with a sprinkling of other arts and humanities majors. Two equivalent sections were t o be taught, one by the author and the other by a popular lecturer, so t h a t this appeared t o offer a fine opportunity to do the "controlled" educational experiment described below. Preparation lor the G a m e At the outset it was announced t h a t the author's section would b e experimenting with some different techniques than are ordinarily encountered in introductory chemistry courses and t h a t the other section would be taueht "straight," with no experiments, in t h e conventional faihion. Switches were allowed between sections and less than five percent of each class took this option. It was also understood t h a t the two sections would ultimately cover the same amount of material utilizing the same texts a n d lab programs. I n order to test the mastery of this material, it was agreed t h a t a common standardized ACS Final Exam (ACS Cooperative Chemistry Test in General Chemistry, Form 1967) would h e given t o both classes. However, it also was.made clear t h a t the two sections would be graded on two quite separate "curves" and, therefore, neither class would be penalized for participating in a novel approach.2 The Game T h e following is a detailed outline of the sequential steps which were taken in setting up, running, and evaluating the rale-playing exercise itself
'Both sections had had the same instructor, giving identical lectures to each section during the first semester of this course. This instructor did not teach this course during the second semester. As it turned out, this was the most unfortunate part of the experiment since the students in the author's class were still worried that they were not being chemically prepared for their major field or that this was somehow an unfair arrangement and the other class had the advantage since they would go into the material in more d e ~ t in h lectures.
1) The simulation game concept was explained to the class with some examples taken from . games in political science and economics. 2) The class was polled to find out upon what suhject(s) it wanted to focus during the game. Among the general subjects suggested were: air and water pollution, drugs, population, etc. Not unexpectedly, the students chose air pollution as the most popular subject. 3) A volunteer ad hoc committee of about 15 students met with the instructor to formulate general outlines of a scenario for the role-playing exercise. A subcommittee was then formed and the scenario setting the stage of the simulation game was written under their guidance. 4) While the detailed scenario was being written, many different scientists (mainly chemists) from industry, local and state gwernment, citizens' action groups, and from other departments of the University were contacted and asked to participate as cansultants to the various groups which were to he set up to prepare for the role-playing exercise. The willingness and enthusiasm of almost all those contacted was unexpected. 5) After completion of the second draft of the scenario, it was submitted to each of the consultants for criticism and suggestions. 6 ) The third draft of the scenario was handed out to the class and discussed. Class members were then polled as to their interest in the various groups which had been created by the scenario, which was based upon an air pollution crisis in a large, eastern city (East Angeles) that was facing a city council decision regarding shutdown of certain suspected sources of pollution. Students were asked with which of the following groups they would prefer to work: fa) the Meteoralogical Group, ( b ) the City Medical Board, (cl the Citizens' Action Group, (dl the Seaboard Power Company, whose consultant was a vice-president of a local power cdmpany, re) the Priestley Chemical Company, a large "blue chip" chemical company, not unlike a nearby chemical firm, (fJ the Fly-by-Night Chemical Company-the obvious "culprit" of the game-a small, marginal subcontractor to Priestley Chemical or (g) spectators or the "General Public." Participation in this game was voluntary. Added enticement was given to all students from all the above groups who thought they might be on the borderline between two grades at the end of the semester. These students-mast of the class-were told to hand in a written critique of the simulation which, if it were found by the instruetar to be a seriously mitten and thoughtful criticism, would automatically elevate any borderline grade. I ) A luncheon meeting was held for all the consultants. After lunch, each of the groups met (at the same hour) with its respective consultants, who discussed their reactions to the scenario and gave suggestions for strategy in the upcoming city council hearings. 8) During the next two class periods, each of the groups met separately (again during the same hour, with the author migrating from group to group). Two spokesmen for the council hearing were chosen by each group. The group strategy was planned on the basis of the scenario and the meeting with the consultant. During the second planning session, a city council member was elected from each group to serve an the hearing body the day of the game. A mayor was selected from these council members to preside over the entire hearing. 9) A reading list and many books, articles, pamphlets, copies of state air pollution laws, etc., dealing with air pollution were on reserve in the library. 10) The role-playing game was the climax of the experiment. The exercise was tape recorded and the presence of microphones probably helped to give a more serious tone to the proceedings. As each of the groups gave their prepared five-minute testimony, it became obvious to all that the groups were taking their roles
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Suggested Timing for a Role-Playing Exercise in Chemistry Week
Topics
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d i s e u s s i ~ " i n c l a s s regarding abject for game class v o t e on subjfft (air pollution, water w l l u t i o n , e?.) a d hoc volunteer c o m m i t t e e formed, stetarts scenario wntrng preliminary contacts w i t h consultants b y instructor and/or s t u d e n t s normst classes, L a b , assignmen++ begin -la1 l e c t u r e on c h e m ~ c a lfundamentala related to chosen
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assign ~TDUPS continue special lextures more applied as t i m e passes r e d " . c o m m e n t a o n seer;ariofmm eonsultants, rev*, repmduce, and
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quite seriously and noticeable tension built up as the game pmgmsed. Testimony and the cross examination that followed showed that each group had worked hard and all produced quite eloquently prepared as well as spontaneous statements of their positions. 11) The council memhen met and later announced their decision to the class to close down both Fly-by-Night and Priestley Chemical Companies for an indefinite period. 12) Since many of the consultants were not able to attend the game itself, tape recordings were sent to them far their written kction. 13) The class was asked to evaluate the game on the basis of a written questionnaire. The following are the main conclusions reached from this poll: (a) Over 90% of those responding thought the game was either stimulating or interesting; Ib) The most serious reservations about the game were from about one-third of the elms who worried that the time was being taken from their other studies in chemistry, even though the game was interesting ta them; ( e ) Most thought that their attitudes toward pollution pmblems had, in some way, been altered by their experience; (dl Many echoed the sentiments of the instructor that the arganization and scheduling of the various elements of the game could have been "tightened up;" (e) The game should be used with smaller group sizes, not more than, say, five to ten studknts; and (fiA significant number (-30%) were quite willing to undertake a second simulation game that same semester. 14) After reverting to a somewhat accelerated conventional coverage of the test of the semester's material, the class was evaluated through the means of the 1967 American Chemical Society Standardized General Chemistry Test and compared with their counterparts who, meanwhile, had been "treated" to a bit more
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"relevant" chemistry than had been customary in the standard lecture technique. The difference in average scores was one paint (the author's class average was 25, -70th percentile, compared with 26, -75th percentile for the other class) and is not considered significant. Conclusions In the opinion of the a u t h o ~ this , was a very worthwhile experiment for Several reasons. It seems t o have shown that students may he given much more responsibility for indeuendent studv and t h a t time can b e taken durina the 1ect;re periods fo; doing "relevant" experiments, h u t t h a t this sort of effort should probably be voluntary. There will always exist those students who want t o follow the prescribed "classical" educational route. However, the number who are willing and, indeed, eager to undertake experiments such a s this are a t least equal t o the former group. This may he one solution to the perennial problem of the student with a very good high school chemistry hackground who refuses any sort of advanced placement or credit b y examination because he feels he might miss something in colleae chemistry. More important than these points, perhaps, is that this son of class exercise does offer the student a way of distineuishine h~niselfand idenrifvine himself in a meanineful way i n a class of peers. Their experience was to them a real way to act out their future roles in a society where chemistry may play a n oblique and indirect role for the vast majority. They enjoyed t h e opportunity t o interact in a fairly intimate way with real-life "role models" and to try their hand a t applying a little knowledge of chemistry in a complex technological society in which solutions to pmblems are not clear-cut, and grades and cumulative grade indexes are not necessarily the secret t o success.
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Literature Cited (11 Ws1ter.R. I., J.CHEM. EDUC.,49,323(1972). I21 Lippineoft, W.T.,J.CHEM. EDUC.,50.87 (1973). 13) Bent. H.A.. J. CHEM.EDUC.. 18.219 (19711. (4) Boggs, J. E., 1. CHEM.EDUC., 49, 189 119721. ( 5 ) Humphreys, L.G..J. CHEM. EDUC., 1,21611971). 161 Cassidy, H. G.. J. CHEM. EDUC.,ds. 212(1971). (7) Wolke, R. L., J. CHEM. EDUC., 47, 788 (1970): 8,99 11973). 18) Fuller, E. C., J. CHEM. EDUC.,49.10(19721. 19) Chrm. and Eng. News, p: 26 (August 7. l9721. 110) o i Tuelker, P. A,, (Editor) "Instrudionsl Simulation Systems: An Annnatpd Bibliography," Comsllis: Continuing Education Publications. 1969. bJ Abt, C. C., "Serious Games." Viking, New York, 1370. ci "Games People Play," N m Yo+ er, May 27, 1968. p. 26. I111 Masterton and Slowinski, "Chemical Prineiplea" 2nd Ed., Saunders, Philadalphia, 1969.
