book reviews Editor: W .
F. KIEFFER
College of Woortsr Woortcr, Ohie
New ~irechonsin Teaching Secondary School Science
Paul DeHart Hurd, Stanford University, Stanford, California. Rand McNally 238 pp. and Co., Chicago, 1969. vii 14.5 X 21 om. Softbound. $3.50.
+
This hook should he read by all seriously concerned with science education. First, those involved in secondary science educe tion because it traces briefly past history, reports thoroughly on the present state of the art and suggests trends for the 70's. Secondly, for those involved in u n d e ~ graduate college education because it indicates previous experience of entering college students and, perhaps more importantly, for college teachers because it outlines much that has been learned from research on learning. If the science teacher is happy and contented he should avoid this book. I t indicates too much still to be done to provide comfort for teachers in the sciences. The author knows science and scientists and bas worked on several of the NSF-funded curriculum projects. He also knows the processes of education as practiced from research and from long and distinguished experience as a science educator. The chief merit of the book is the combination of the above. The nature of recent reforms are accurately described. Strendhths and significant omissions in design and execution are given equal treatment. The first three chapters are devoted to $be reasons for and the nature of curriculum reforms largely funded by the NSF. Concept Learning and the Structure of Science, Problems and Perspectives, and Trends in Evaluation of New Science Curricula constitute chapters four to six.
-Reviewed
Chapter seven describes two earth science projects; two in physical science; the three versions, the second level, gifted student m d special materids (slow learner) programs of the Biological Science Curriculum Study; two in chemistry; two in physics and the Engineering Concepts Curriculum Project. An extensive bibliography arranged by disciplines and an index complete the text. This book hay been written by the right man, in the right place, a t the right time, and is highly recommended for all who are interested in effective education in the sciences. F. B. D U ~ Lyman B7iggs College Michigan State University East Lansing
Chemistry: Structure and Changes of Molter
Uno Kmk, University of Georgia, Athens. Barnes and Noble, Inc., New 608 pp. Figs. and York, 1969. xvi tables. 17 X 24 cm. Softbound. $5.95. ($6.50 in Canda.)
+
If your prime concern in teaching freshman chemistry students is the cost of their text, give serious consideration to this hook. The appearance is good, the construction seems rugged, -- . and the mice is right. The Preface claims the book is suitable for (1) a one-year course for nonsoience majors, (2) a one-year conrsein which both science and nonscience majors are enrolled, and (3) one semester In-Service conrss to up-date elementary and high school teachers. No previous knowledge of chemist.ry is assumed, but collegaprepara-
in this issue
Paul DcHart Hurd, New Directions in Teaching Secondary School Science UnoKask, Chemistry: Structure and Changes of Matter Jamea B. Pierce, The Chemistry of Matter R. S . Lwrie and H . J . C . Campbell-Ferguson,Inorganic and Physical Chemistry: An Integrated Approach Lawrence P . Eblin, The Elements of Chemistry Lawrence P . Eblin, The Elements of Chemistry in the Laboratory H . A . Flaschka, P . E . Slurrock, and A. J.Barnard, Jr., Quantitative Analytical Chemistry: Volume 1, Introduction to Principles. Volume 2, Short Introduction to Practice S. F . A . Kettle, Coordination Compounds K . J . Laidler, Theories of Chemical Rates John l?. Firnronnd.Ion.eph S . Z i o ~ w k I~~tmduvtcrry , Gn,upTlleor?,: .\nd i t . Ap[rlicatic,u 1*, hluleculnr Strurrure New Volumes in Continuing Series
. ..A787 . . . A787 . . .A787 . . .A788 .. .A788 . . .A788 . . .A788 . . .A790 . . . A790 .47U
. . .A794
tory mathematics is required. An answer book is available for $1 to those considering adoption. Actually, the text seems too sophisticated to he entirely satisfactory for claim (I), hut no doubt the hook can he so used if the subject matter is carefully selected. In contrast, claims (2) and (3) seem exaggerated. Treatments of coordination nomenclature, S I units, buffers, and nuclear chemistry are weak. Here again this text might be usable as a point of departure, if key concepts are supplemented. In addition to the normally expected contents, some sophisticated topics are present, e.g., molecular orbital diagrams, AG and AS, and instrumental analysis. The organizstion d contents is uneonventional, but a 14 page index implies a completeness that should facilitate cross-reference. As a further indication that the orznnimti
