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SELECTING A CHEMISTRY TEXTBOOK C. H. NETTELS, LOSANGELESCITY SCHOOLS, LOSANGELES, CALIIIORNIA
One of the very practical problems of the curriculum worker is that involved in the selection of adequate textual material to be used with the course he is developing. While it is undoubtedly true that the curriculum itself is of major importance, it is nevertheless a very pertinent fact that there must be material which the teachers must have to teach the subject. If the curriculum is not closely paralleled by textual material, many teachers will find it impossible to follow the course of study as outlined. This is not so much a lack of the desire to do the task well, as it is a lack of inability to organize and teach materials which are not well taken care of by textbooks. And it is well to remember a t all times that curriculums are made for the average teacher as well as for the expert one. Educational theorists are perhaps prone to produce courses of study without due regard to whether or not there is organized material for the courses. But in teaching, as in politics, "it is a condition that confronts us, and not a theory;" hence, i t is well to bear in mind possibilities, and probabilities, as well as theories in constructing our courses of study and in our other cumculum work. All progressive chemistry teachers are, of course, familiar with the monumental work of organizing adequately the high-school chemistry course which has been camed on over aperiod of years by the Committee of Chemical Education. The minimum course, together with adequate provision for the supp!ementary topics, will unquestionably be the basis for most progressive chemistry courses of study. One could undoubtedly find several texts which will certainly include the materials covered in this committee's report. What publishing concern would be foolish enough to print a manuscript which did not take adequate cognizance of work of national scope performed by a committee in any subject! As a matter of fact there are over a half-dozen chemistries a t least which would be very satisfactory from the standpoint of the committee's report. But there are other factors to he considered. In the first place, there is no book which is written with minimum essentials only. In the selection of materials to be included in a book in addition to these minima there is, of course, a wide divergence of opinion and of practice. What does this author have to say about the structure of matter? Does that author have an interesting style of presentation of the material? Does this author adhere to the psychological presentation of new ideas; does he provide for adequate reviews; does he present new words enough times so that they may be mastered in a short compass? Does that author have anything to say about the men who have made the science of chemistry great through their efforts? Are modern advancements in this important study adequately taken care of
in this textbook? Are the illustrations in this text well made and do they aid in the teaching of chemistry? These and a multitude of other questions are raised when the study of chemistry textbooks is to be undertaken. How should the textbook be selected; who should do it and by what process? In a small school system where there are few teachers of a subject the matter is relatively simple. In a large school system the matter is much more involved. Should the teachers have the right to select the book which they are to use? A champion of democracy would say yes. A champion of expediency would say yes. In fact, on almost any reasonable grounds one would say the same thing. Can a hundred teachers select a textbook? Should a small committee be appointed to study the available texts and report back to the whole group? To decide some of these questions, one of the larger school systems has designated one of its special divisions to act with any subject committees which contemplate the selection of new texts, and one member of this division acts as an important member of the steering committee. It is felt that one outside of those teaching the subject, one not interested in any one school or subject, but who has a good view of the whole school situation can be very influential in administering a program of textbook selection judiciously and impartially. As basic to the question of the selection of texts in certain subjects, a t least, the following general principles have been set up: (1) All teachers, heads of departments, and administrators should know what factors are being considered in the evaluation and what weight is allowed to each. (2) The factors should be selected with reference to the aims of the course for which texts are being evaluated. (3) Objectivity should be the watchword in so far as possible in selecting the factors to he considered in the evaluation. (4) As many of the users of the text as possible should be engaged very definitely in the work of evaluation.
With these principles in mind, the work may be started. The first step is to have the general committee, composed of a teacher from every high school in which the subject is offered, agree to the principles just enumerated. Following this, a committee known as the criteria committee, perhaps, is appointed to consider the various points to be evaluated. The following steps should then be taken: (1) The committee should study the objectives of the subject and the possibilities of evaluation by objective methods. (2) The committee should read the studies which have been made on the subject and its related materials. (3) The committee should set up the criteria upon which the merits of the texts will be judged.
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(4) The criteria committee's report should be presented to the general committee for adoption. The report should include weights t o be allotted to the several items. The report may, of course, be amended or changed by the general committee. (5) Necessary committees should be appointed to study the texts in the light of the accepted report of the criteria committee. (6) Each committee should examine one phase of the work. (7) Each of these committees should submit a report which should be assembled and mimeographed in the central office. The completed report should be mailed to the teachers. (8) The teachen vote on the various texts on the basis of each committee report. (9) These reports are sent to the central office for tabulation and final presentation to the general committee. (10) On the basis of the final returns, the general committee recommends to the principals a book for adoption for the coming four-year period.
T h e r e are several valuable outcomes to a work of t h i s kind. In the first place, each teacher knows exactly what factors are being considered. The subjective method gives w a y in so far as is possible and desirable to objective methods. A great m a n y teachers have m a d e a contribution toward something in which t h e y are vitally interested. T h e field of textual material in the subject under consideration is thoroughly investigated. The actual outline of t h e criteria committee is herewith presented.
I. Subject Matter.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..35 points 11. Method of Presentation.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..35 points 111. Other Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 points
A . Introduction.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(5. points) 1. Brief historical outline 2. The field of chemistry 3. Why study chemistry?
4.
Manner of presentation of the above a. Calculated to arouse interest b. Arguments convincing
B . Inorganic chemistry.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(20 . points) 1. Topics in American Chemical Sodety Report, minimurn and supplementary 2. Special theory a. Equilibrium and mass action b. Modern view of period arrangement including atomic numbers c. Principles of separation d. Factors causing changes in speed of reaction e. Oxidation and reduction
3. Recent developments a. Treated in understandable manner b. Inclusion of certain topics, such as 1. Neon light 2. Ethylene glycol 3. Stainless steel 4. Chemistry of everyday life, including such topics as a. Baking powders, soaps, etc.
C. Orgenic chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(10 points)
1. Methane series, including petroleum industry 2. Other hydrocarbons 3. Halides 4. Alcohols, ethers, glycerine 5. Aldehydes, ketones 6. Acids, esters
A.
7.
Carbohydrates
8. Foods in general-carbohydrates, fats, proteins, minerals, and vitamins 9. Clothing 10. Dyes
Topics lo be included infirst part of the book. . . . . . . . . . . . . . . . . . . . . . . . . .(20 points)
1. Valence and formulas introduced as early as possible 2. Ionization as soon as possible after water 3. Some logical arrangement 4. The fundamentals, chemical change, law of definite proportions, s M c ture of matter, atoms, before ioniza-
tion; in early part of the book 5. Equations adequately presented in early part of text 6. Oxidation and reduction (not merely addition of oxygen) in first semester 7. Gas laws not before end of first part of book 8. The greater part of chemical theory
B. Other points... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(15 points) 1. Clearness of statement, especially definitions 2. Difficulty of sentences and of book in general 3. Are new concepts treated adeqnately? 4. Are certain psychological principles adhered to?
a.
Simple t o complex
b. Known t o unknown c.
Concrete to abstract
d. One difficulty a t a time 5. Methods and teacher helps included 6. Unusual features of the book
. paints) A . Laboratory manual.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(17 1. Experiments fit book and vice versa 2. Experiments should he provided for each chapter, if possible 3. Experiments not too long nor involved
4. Apparatus not too intricate 5.
Common chemicals, easily obtainable, only materials used 6. Not too many diverting questions
B. Illustrations.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(5. points) 1. Sufficient, not sufficient, too profuse 2. Quality of the subject of the illustrations
a . Do they aid in the teaching of chemistry 3. Clearness
C. Mechanical features.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(8 . . points) 1. Type a. Clearness b. Size c. Use of varied type facer; topic headings 2. Margins and spacing
3. Quality of paper 4. Binding 5. Clearness of cuts 6. Appendix 7. Index 8. Bibliography
