EVALUATING GENERAL CHEMISTRY TEXTS C m G. CAMPBELL, MARSHALL COLLEGE, HUNTINGTON. WESTVIRGINIA Reference to the United States Catalog indicated that some 290 general chemistry tests were available for the use of college classes between the years 1912 and 1927. -4questionnaire developed the fact that not more than sixteen of these texts were actually in use in seventy-four state teachers' colleges, only thirteen in seventy-six state normal schools, only four in sixteen city normal schools, and only one in a county normal school. In these four types of teacher-training institutions, which reported 138 courses in college general chemistry, text number one was used in thirtyeight instances, text number two in thirty-six, and text number three in twenty-seven. These three texts aggregate seventy-three per cent of the total usages- of texts in general inorganic chemistry. With these facts before us we enlisted the help of 133 teachers of chemistry, authors of general chemistry tests, and specialists in science education in an effort to evaluate these texts and find out why they were used with such apparent success. These 133 collaborators were asked to state what criteria they considered significant in evaluating the material in a general chemistry text. A list of the criteria obtainable from various existing score cards was sent to them. They were asked to rate these criteria and to suggest any points that had not been mentioned. After a careful check of all the answers received, i t appeared that twentynine definite criteria would include practically every point considered important. These were placed in three distinct groups entitled Physical Make-up, Factual Material, and Professional Material, respectively. AU other points mentioned were included in Miscellaneous Criteria appended to the three groups, making thirty-two criteria in all. The mean scores awarded by the collaborators determined the comparative rating of the criteria. They were then placed in rank order on the score card, as follows: Score Card for General Chemistry Texts in Teacher-Training Institutions, by Carl G. Campbell, Marshall College Rank Grouo Ordcl Order
I
2.A.
2 3
2.C. 2.D.
4
2.B.
5
2.F.
6
2.E.
7 8
3.C. 1.G.
Tart Score
If theories and laws are adequately presented, hut without consuming an undue amount of space. ...................... If explanations are clear and understandable.. .............. If experiments desnibed in the text are well chosen to illustrate the principles involved.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . If purely descriptive matter is effectivelywritten, but without the usual encyclopedic effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . If new principles and discoveries are given proper consideration and sufficient explanation.. ............................. If industrial processes receive due, hut not undue, emphasis an the basis of training for teaching.. ....................... If interest is aroused and maintained throughout.. ........... If up to date by recent publication or revision.. . . . . . . . . . . . . .
2404
88 86
.... ....
73
....
67
....
62
....
56
.... ....
44
37
....
GENERAL CHEMISTRY TEXTS
V ~ L8, . No. 12
2405 Tarf
Rank Group
Order
Order
Scorc
9
1.C. 3.D.
If the illustrative material is well handled.. ................. 34 If pedagogical principles are observed in arrangement. ....... 33 3.B. If the stated obiectives are definitely realized.. .............. 28 I.B. I f thr type i~ clear, t h e spacing corrtct, ctc.. . . . . . . . . . . . . . . . . 27 X 11. If the tcacllinc ohtainzblr from useful ar,vl~cntionr .ins~iration . .. of chemistry is evidenced. .............................. 26 If such teaching aids as tables, indices, ~rohlems,bibliomaohies. . . standan1 tciti, rtc., are mcludvd.. . . . . . . . . . . 25 I1 pedagogical u w i% made ofden~onstratiuns... . . . . . . 21 If objectives are clearly stated early in the text.. . . . . . . . . . . . . 23 If definite study outlines are furnished the student.. . . . . . . . . . 22 If methods used to secure emphasis are sound.. . . . . . . . . . . . . . 22 If the general esthetic effect is good.. ...................... 22 If intelligent use is made of reference material.. . . . . . . . . . . . . . 22 If mod- testing material and reviews are included.. . . . . . . . . 21 If due appreciation for other sciences is manifested.. . . . . . . . . . 21 If a good reputation has been earned by years of use.. . . . . . . . 20 If the science is given historical treatment. . . . . . . . . . . . . . . . . . 20 If great teachers of chemistry are introduced.. . . . . . . . . . . . . . . 19 If the binding is durable and the paper strong.. ............. 17 If the cost is reasonable, everything considered.. . . . . . . . . . . . . 15 If miscellaneous factual material is sufficient.. .............. 13 If physical dimensions conform to accepted standards.. ...... 12 I f directions and materials for the use of clubs and societies are included .............................................. 11 If miscellaneous professional material is adequate.. . . . . . . . . . . 6 If miscellaneous physical make-up of text is correct.. ........4 1000
.... .... ....
10
11 12 13
~
~
These scores were assigned to the criteria of a perfect text by 133 teachers, textbook writers, and science education experts. Having thus determined and evaluated the points that experienced teachers and students of science education believe should be included in a satisfactory text, the next problem was to find out how well the three texts used in seveuty-three per cent of the courses reported present these important features. This study was entrusted to Mr. Leonidas V. Wilder, who was a graduate student in a course entitled "Materials and Methods for Teaching Chemistry in Teachers' Colleges." This course was conducted by Dr. Hanor A. Webb, head of the department of chemistry a t George Peabody College for Teachers. Although these texts are the most successful we have on the market today, it is evident that they might be improved in professionalized content if they are to be used in teacher-training institutions. In fact, there seems to be a demand for the type of text that will emphasize this teaching phase of the science. A study of the score card will show the features
.
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JOURNAL OF CHEMICAL EDUCATION
DECEMBER, 1931
Scoring* of Three Texts by Leonidas V. Wilder a t George Peabody College for Teachers Gmu9 Order
1.A. B. C. D. E. F. G. H.
Rank 0"dcr
19 12 9 26
27 23 8 29
Perfact score
22 27 34 17 15 20 37 12
T a t No. I
18 15 30 15 11 18 27 11
T a d N O .2
T a d NO. 3
19 20 28 13 11 19 32 11
17 15 27 16 12 17 25 11
-
* This scoring was done under the direction of Dr. H. A. Webb, head of the department of chemistry a t George Peabody College far Teachers. that teachers of chemistry think should be developed in such a book, and a careful scoring of the text in use will indicate to the teacher which are the weak and strong points of the teaching tool. Before a change of text is made, a careful scoring of the text in use should be made, as well as a comparative scoring of the texts which are under
VOL.8, No. 12
GENERAL CHEMISTRY TEXTS
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consideration. Dr. Hal D. Draper, of Fresno State Teachers' College, made such a comparison when he was selecting a text and he chose the book which stood the test of scoring better than its chief competitor. Our successful textbook writers may readily improve their books in this way, a t least from the point of view of the teacher in a teachers' college or normal school, and as the texts approach perfection the quality of instruction will be improved. Any teacher, no matter how experienced and able, can teach better from a good text than from a poor one. Any text, no matter how well planned and written, will be a better teaching tool if it pays more attention to the mechanics of teaching.
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