R. J. Glllespie and D. A. Humphreys McMaster University Hamilton. Ontario L8S 4M1 Canada
I I
Some Conclusions and Recommendations from the McMaster Conference
Textbooks, Example Units, Test Questions and Other Resources Needed The Conference members felt that curricula such as "Chem Study" were widely adopted because of the ready availability of good teaching materials-textbooks, teacher guides, and laboratory manuals. Clearly, one of the best ways to encourage curriculum reform is the vroduction of resources, books, and sample units. The need to influence publishers and to generate example resource material is proh~hlythe single most important task facing those who have been convinced of the necessity of teaching elementary chemistry through the reactions and properties of real materials. Although complete texts are necessary, a good start can he made by developing smaller units based, for example, on elements and compounds imvortant in evervdav " - life. The influence of test questions, examinations, and College Entrunce Roards was mcomized. The prepamtion of more a signific&tli descriptive basis example test questions is also clearly necessary. Curriculum Reform-A Teacher Generated "Grass Roots" Effort A wide range of curricula were introduced in the group discussions. Several, such as those from British Columbia and Alberta, Canada, Victoria, Australia, and Maryland, U.S.A., were close in spirit to the new directions advocated in the Conference aims. I t is noteworthy that these curricula are largely "grass roots" teacher-initiated. I t was recognized that better curricula are developed often by such unofficial but hiehlv* motivated erouns or state . . rather than hv. vrovincial curriculunl committees. It ii important thnt the univemities be more prepared to work formally and informally with high srhod twrhers involved in such "grass roots" curriculum vroiects. 111addition. the Immd aims of these curricula should ieceive more official support and encouragement from the national chemical societies.
.,
..
Re~resentationAt All Levels Necessary 'I'he makenpofthe ('onference, with its internntimnl represcntntion at three levels-high school, cdlere, and university-enabled us to recognize t h a t the imbalance in the introductory curriculum was real at both the secondary and post-secondary level. It is unfortunate that gatherings of this sort generally involve so few industrial chemists. In fact, only one chemist from industry addressed the group. I t is important that we find ways of involving more industrial chemists in curriculum develonment in order to helo educators integrate current industrial practice and relevant industrial examples into the curriculum. Flrst Year University and College Level Courses The Conference concentrated, because of time limitations, on the introductorv school course. I t was recoanized . hieh " however, by the one group which discussed introductory universitv courses that much better communication a t the high sch~ol/universityinterface is necessary. I t is important that there be far less unnecessary overlap and repetition hetween high school and university courses than there frequently is at the present time. This group also concluded that first year university courses could he taught via descriptive chemistry, 348 I Journal of Chemical Education
integrated with appropriate concepts by using reactions to lead into the concepts, providing that the reactions selected have a theme. The Introductory Chemistry Course-An Important Vehicle for General Education It was felt that the hiah school curriculum should not be designed specifically forfuture employers or tertiary educators, hut i t should be desianed to be of maximum benefit to for their future lives. the students as they I t was generally recognized that the background required for further study in chemistry is not significantly different in the first introductory course from that required for general educational ourooses. Chemistrv was recoenized as imvortant in everyday life; therefore, i&oductoG curricula~should emohasize the social relevance of the subiect and aive students an Lnderstanding of the properties of thdmateriais they might encounter in domestic and industrial situations. New Curriculum Should Properly Balance Facts, Skills, and Attitudes Several groups a t the Conference, even given the time limitations imposed by the four afternoons of discussion, developed promising examples of pervasive themes which could form a vehicle to carry the conceptual material. Two key questions used to check on the undesirable overcrowding of the curriculum were: (1)"Is the topic important for anything other than itself?" (2) "Is the theory being introduced essential in order to explain some important chemical reaction, experiment or property?" Most erouos recomized that it is oossible to identifv a basic list of common chekcals which bkginning students should encounter in their course. I t was generally agreed that a halanced curriculum should include materials on the properties with other aspects and reactions of these chemicals, together (such as history, the environment, society, etc.), and integrating concepts. Wherever possible the material should be shown, as well as talked about, with a greater emphasis placed on suitable laboratory work and demonstrations. Several groups were able to show that most of the concepts traditionally taught could be developed in the framework of the reaction chemistry of even a single element, such as oxygen, su1fur;or copper. Such schemes, based on a limited number of important elements, appear to be an obvious starting point to develop more balanced curricula.
" .
Ongoing Needs There is clearlv a need for vehicles which would enable chemists and chemical educators to share suggestions and ideas on how to inteerate more effectivelv concepts and the(jries with descriptive reartion rhemistrv. A regular rol~tmn in the JOI!RNAL OF CHEMICAI. Kl)llCA'1'1OY, with contributions from both sides of the High School/College and University interface would perhaps provide one of the best internationnl, on-going t'orums for nrws uf curriculum development from P ~ I I L R ~ O I Sexample5 , of applicatims t h m industrial chemists. and snecific sueeestions for new units. experiments, and descriptive materials from teachers. We would be deliehted to hear from anv who feel that thev " can help in communicating ideas which would promote the role of descriptive chemistry in introductory courses. ~
~
-"
