Teacher Training-A
Cooperative Effort
Claire H. Smith San Francisco University High School, 3065 Jackson Street, San Francisco, CA 941 15
In its 1982in-depth study, "Education in the Sciences-A Developing Crisis," the American Association for the Advancement of Science found that "the American educational enterprise, especially at the secondary-school level, is not preparing our young people to live in a society increasingly defined, supported, enriched-and sometimes endangered-by science and technology." Typical of the findings of many studies are statements in the National Science Teachers' Association Business, Industry, Education report that "Half of the newly employed science and math teachers were unqualified to teach their subjects," and "In 1981 five times as many science and math teachers left the schools to take non-teaching jobs than left to retire" and "About 40% of the teachers never have attended a course or a workshop since they began teaching." In addition they report "38 states reported a shortage of science teachers." The Flrst Two One-Day Conferences In the spring of 1982 with the support of the California Section of the American Chemical Society and the encouraeement of the Headmaster of San Francisco Universitv - High .. &hool, a one-day conference was held. Twentyseven teachers enrolled and paid a $5 fee for a procram of lectures and demonstrations by master teachersand industrial chemists. The budget was oversubscribed, the proeram was well received. the Lunch provided opportunity for much discussion, and the teachers weresoenthusiastic that 17 offered to help plan another conference. The 1983 and 1984 conferen& again brought enthusiasm. The Summer Institute The success of these conferences demonstrated that truly the need is great and that high school teachers are willing to pursue--indeed are craving-this kind of training. Equally evident was thenecessity for a longer program, and planning hegan for a 10-day Summer Institute. Funding was granted by the College Board, The American Chemical Society, Chevron, USA, and the Teachers Educational Center (statefunded). Two publishing houses provided complimentary texts for all participants, and San Jose State University arranged for housing, classrooms, laboratories, and academic credit. Fifty-one teachers registered, although many more were refused because of lack of space. The program consisted of morning lectures on thermodynamics, bonding, kinetics, and acid-base theory. Afternoon sessions included discussions of Advanced Placement chemistry teaching, performing laboratory experiments, making models, applying computers to chemistry teaching, and trying lecture d&ons&atiois. Of course, much sharing of ideas took place among the participants. The Results The Institute served teachers from 12 states and Switzerland; teaching experience ranged from 1to 35 years, and ages spanned 20 to 63 years. Of the participants 25% were already teaching AP chemistry and another 10%planned to teach it
1000
Journal of Chemical Education
Summer conference participants in the laboratay.
in the fall. Participants' backgrounds indicated that only 47.7% had BS degrees in chemistry, although the rest had at least BS deerees in another scientific field. A total of 63.6% held masteLs degrees in some science as well. ~ l t h o u g hthe Institute was orieinallv ~lannedfor AP teachers. it soon hecame apparent chat G c h e r s of introductory cburses were eauallv weU-served. '~hilnstitute'sbudget was $5,800 of which $1,300 was met with fundine and the rest with a registration fee of $100 oer y of those attending received fman&l participant. ~ f t percent support from their schools. Most exciting was the response of the participants. These sample quotes from their evaluations indicate their enthnsiasm: "I am excited to go hack and take that plunge into AP chem." "These ten days have been a quality addition to my academic and personal growth." "This has been one of the landmarks in my teaching career." "I have learned a lot and relearned some things I forgot." Other gratifying results included the following: the requests from a very large percentage that another institute be held next year; the volunteering of five people to help plan it; the plans for a computer workshop in the fall; and the institution of a newsletter with a self-appointed editor. Requests were also made for a college course especially tailored for new chemistry teachers. Conclusions From these experiences several conclusions may be drawn: (1) The needs of chemistry teachers for training can be met without great expenditures of money. (2) Professional societies, industry, and private funding agencies are interested in helping. (3) Colleges are eager to fmd ways to be of service. (4) College professois and industrial chemists feel a responsihility and are willing to give assistance. (5) High school chemistry teachers are enthusiastic and eager to learn and to work together. (6) The main requirement is for either volunteer or funded teachers to organize conferences and institutes pertaining to chemical education.
