mnething new from the pwt Books in Communicating Chemical Knowledge In many classrooms where first courses in chemistry are being presented, a not so subtle problem exists. The problem is one of communication and the use of one of the main instruments for communication between the teacher and t h e student. It was described in the literature a s a device known a s Built-in Orderlv Orranized Knowledee YThe Ultimate . ~ a r i e r ; s(April 1963)l. Teaching Machine;" ~ . jHeathorn, T h e article further describes, "A new aid t o rapid-almost magical-learning.. . . Indications are t h a t if it catches on all the electronic gadgets will be so much junk. . . . T h e makers generally call it by its initials, BOOK." It is this writer's opinion t h a t hooks are among the most valued possessions t h a t one can own. I t is my practice t o try t o cause my students t o become so familiar with their textbooks t h a t they become permanent references in their own wersonal libraries. In a famous editorial IJ. CHEM. EDUC..39, i5, (February 1962)], Rachael Vander'werf wrote on this suhiect: "The lain statement of fact is t h a t most chemistrv teachers do not encourage their students t o accumulate 1;hraries." She cites some of the staudard replies given by teachers for not following this practice. Most touching was a short discussion about one of her treasured volumes, an autographed copy of McPherson and Henderson. This month's column will deal with the following topics: Use of hooks, selecting textbooks, examining reading levels of hooks, and the importance of vocabulary huilding. I n another Editorial, Dr. Charles A. Siepmann [J. CHEM. Eouc., 39, 327 (July 1962)] discusses the role a textbook should wlav. . , He stresses t h a t the textbook is ". . . for the student to use." On this, I agree! But who teaches the student how to use the textbook? P a r t of the Teacher's (Professor's) role in a beginning course is to serve as a model in the modes of usineand learning from textbooks. Siewmann makes clear his own;iews on theyole of the teacher with respect to the textbook. They are challenging! I don't agree with them! Do you? "Goldmining in the Library," Elizabeth K. Tomlinson, Chemistry, 47,24-26 (February 1974). As the title suggests, Tomlinson, a chemistry librarian, has organized nn article that will answer many of the "How to" questions on the use of the library as a resource. She has annotated such references as special dictionaries, encyclopedias, journals, and other related sources. This article on "Goldmining in the Library" is a goldmine as a resource reference for the chemistry teacher and his or her students. "Student use of the Chemical Literature," Gordon A. Parker,
J. CHEM. EDUC., 50,606-607, (September 1973). "The practice of assigning questions.. .from an article appearing in the.. . chemical literature has proved fruitful as a means of introducing.. . students to . . . chemical literature sources. The practice requires.. . time from the instructor.. . to find appropriate articles ...and to forewarn the librarian." Though Parker's article is geared for upper division students, it is quite adaptable for beginning students.
Edited by: JOSEPH S. SCHMUCKLER Chalrman of Sclence Educat8on Temple Unlverslty 345 Rlner Hall Phlladelphla PA 19122
"Selecting Textbooks: A Plan T h a t Worked," James V. DeRose and John R. Whittle, The Science Teacher, 43,38-40, (September 1976). A plan is described that calls for a steering committee ta prepare plans, organize meetings, prepare agenda, develop criteria and carry out other essential activities. A teachers' committee was created to maintain frequent communications with their "constituents" (who elected them). Tasks were defined and put into an operational sequence to accomplish the overall job of "Selecting Textbooks."
"A Criterion for Bioloev Textbook Selection." William H. Leonard and ~ a w r e n c e ' ~Lowery, . The ~ r n e r i c a nBiology Teacher, 38,477-479 (November 1976). The procedure developed and described by the authors for use with biology textbooks is adaptable for chemistry texthooks. The criterion used by Leonard and Lawrence considered the style of questions asked in the textual readings. They used an instrument devised by Lawerv called the Textbook Questionine Strateeies Assessment Instrument, (TQSAI).The use oi the instriment (&d a copy of it) and results obtained are shown. "Reading Level Determination for Selected Texts," Keith Kennedy, The Science Teacher, 41,26-27 (March 1974). Kennedy, one of the most quoted writers in the field, shows theuse and interpretation of data obtained using "Fry's Readability Graph." This procedure, criticized by same as an oversimplification,gives a good first approximation of the reading level within a grade level or less. "Vocabulary, Basic Factor for Understanding Science," Neil
E. West, The Science Teacher, 27,15-16 (December 1960). reading is extremely important for mastery of the sciences. But the sciences employ a specific language and specific skills. Thus, general reading ability, frequently applied as an indicator of success in reading, cannot be weighed as heavily in determining successful science readine.
science reading, we may he able to help our students attain the comprehension which they need for a strong background in science." The key sentence for the teacher of science to be aware of is that ". . .the sciences employ a specific language and specificskills." West's article is imperative reading for teachers of chemistry since . . . chemistry has the largest vocabulary of technical words.. .". In my own experience of more than 30 years teaching beginning level chemistry, I have observed that in most cases where students were experiencing difficulty in learning the subject the problem was associated with reading comprehension. This is directly related to vocabulary recognition. In man" cases where a sincere effort was made bv the student, dire* 14 h~ !hetra
