Resolutions and Recommendations Malcolm Frazer Chairman, Task Groups on Resolutions and Recommendations University of East Anglia, Norwich, U.K. Following development of the draft that appeared in the June 1981issue of THIS JOURNAL,and the further work of task erouvs .. . durine the Conference, the resolutions and recornrnc~ndationswere preaenrrd 11,wnfcrense participants a1 the find d e n a n rea>ion.Thrs are reprinted below a;rn(rlifit4 and approved at this sessio;. It was recognized that recommendations can only be converted into action by individuals (school and university teachers, inspectors, curriculum planners, research workers in industry etc.). The recommendations are therefore directed for action a t appropriate individuals and a t the organizations where they work. Each recommendation is followed by one or more letters A , B , C, D and E to indicate the individuals or organizations to which i t is principally directed. A UNESCO or agencies of local, regional and national gavernments B IUPAC, regional federations of chemical societies, national chemical societies or national and international associations of science teachers
The International Newsletter of IJPAC-CTC should continue to be supported and developed fumer. The distribution shauld be increased and where possible articles should be republished in national journals and newsleners. (DirectedtoA & 4 Further attention should be given to ways of assisting countries experiencing currency exchange problems related to items 1.1. 1.2. and 1.3. (Directed to A)
E industry
Final Recommendations of the Conference (1) Exchange of Information. There is a need for exchanging information about chemical education (e.g.. current problems, new a p proaches, new research results). It is therefore recommended that: 1.1 The publishing, selective republishing, and appropriate distribution of source books on chemical education in different languages should be encouraoed and suooorted. (Directed to A BI .. 1 2 h a t m a regolwl and nlernslma conferences *orxshops. etc.. on C a r ~ f by se CCled topm 01 C.rrenl Concern n chemical edbcal on snou d con! n,c la oe organued. IDrecred lo A & €9 ~
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(2) New OrgankallOn%In e v w counby there should be an association for a11 those individuals active and Interested in working for the improvement of science education including chemical education. There is also a need for regional cooperation between such organizations. It is therefore recommended that: 2.1 Encouraoement should be oiven to create associations f a science teachers ((ns m lar W~anizat~onsappropriatem local cond8tionsiin mOse cowtries whfch00 no1 have mem. (DkecledloB. C, a M 0 2.2 SLpm ahould be gNen m o m t i o ~apncres l such as me idrnational Organizationlor Chemical Sciences In Developmentand to regional federations of chemical societies: such federations should be encwaged to mllabme with the IUPAC Committee on Teaching of Chemistry. (Directedm A & 8)
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(3) Teachlng at School Level. Educatlon of students at school level in science is fundamental to the development of the individual as a Scientist and as a consbuctive member of society. ilis therefore recommended that: 3.1 ProfessioMltralnlng appmpriate fwthe task of p l w and semndsry s c b l teachina be onwided. 1Directedto Ci 3.2 Oppwtunities for chemistry teachers to receive ln-service &cation should be increased. (DireCfedto A. 8, aMc)
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(4) Teachlng at Tertiary Level. There is a need for greater effort in evolving new approaches to curricula and in improving teachlng at tertiary level. It is therefore recommended ihat: 4.1 Continued suppat should be given for comes and oiher activnles aimed at Improvingteachlng of chemistry at tertiary level. (Direcfed to A, B, & 0 4.2 The career structure of chemistry teachers at tertiary level should be mxe relatedm contribvtlons mteachlngandmdemical educatian rweach and develapment. To this end fuUw ettom W l d be mda to develop objective methodsof evaluating mniribuiions to teaching. (Directedto A & c)
(5) New Experlmenls and Low Cost Equipment. For laboratorywork it is desirable to use local rnaierimlsand simple eaulpment wherever possible. Furthermore, it is cheaper. It isitierel& recommended that: 5.1 Gmtlnued effolts ahould be made to design low con equipment and to produce new experiments using locally producedequipment and local or less expensive chemicals. It Is also impatant that curlculum development shauld take into account the problems of the cost of apparatus and chemicals. (Directedto A. B, C, DandEl 5.2 Initial and in-service teacher training courses should: (i) include the design, m t r u c t i i , adapialiao and use of laally paducad, lowcart eauioment: chemicals bv al.. .and lii) . . encourace - reolacino . - exmnsive . ternative locally produced materials (Directedlo A, B. & c) 5.3 Particular attention needs lo be given to publishing and exchanging informationabout new experiments employing simple apparatus or local materials. (Directedto A. 8. Candl71
(6) Educallon-lndcslryCooperallon. The need f a better underrtanding and exchange of informationand personnel between industry and
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Journal of Chemical Education
educational institutions at all levels is wldely accepted. li is therefore recommended that: CantinuedeneaKagement horn indusbyandGavemmentegenciesshould be given to realistic schemes for promoting educatian-industry cooperation lacally, nationally and internationally. (Directedto A. B, C, 8 El
(7) AHltudes toward Chemlslry. Attitudes toward science are largely formed before the age of 14, and the influence of home, local community and primary school are important. It is therefore recommended that: There should oe contmed suppat ?aprograms aimed at 11) mprovmg SCIB~CBteaching n primary schools (pancularly those concerned wirn science courses in primary s c b l teacher training): and (ii) bringing a balanced appreciation of science to parents and to the general public especially through the media. (Dimlea to A. B, C. D, & El
(8) Chemical Educatlon and Society. A current trend, which will continue in the 1980's. and which should certainly be encouraged, is the close relationshlp of chemical education to society and to future needs. It is therefore recommended that: 8.1 Ways shauld be found for including more material on the social. economic, technological, legal (includingpatents, licences, technology lranrfer. etc.1. cultural and ethical aswcts of chemistrv In curricula at bolh school and ~nlverslryevels (Djrected10 A, B. C. D 4 El 8.2 Chemistry courses at all levels snouio mare students aware of lhe role of the chemst in ~OCielyand ot me presenl and tuture role of chemistry in society. (Directed to A, C & 0 8.3 In curriculum planning anentian sharld be paid m Me m l b l e Mure direclions of chemistry so ihat students learnwhat the Ctdlengeswill be tomorrow as well as what they were in the past. (Directedlo A. B - C D-& E , 8 4 cmmlrby&wses should nciude insmctlon ao intonnation stmap and rehfevai (D,rected m B 8 0 8 5 Enmuragemem shobld be glven for the development ol chemistry courses and media presentations far adults (particularlythose with no formal scientific education wha through Wir wwk are Involved with chemicals). (Directedto A, B. C 8 El ~~
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(9) Scientists are becoming increasingly aware of the need for in+ proved safety practices and their consistent use. These are essential to the health and to the education of the student. It is therefore recommended that: Consistent guidelines for the safe use and disposal of materials, apprcpriate for chemistry teaching, be developed and widely distributed. (Directedto~.B. Cando
