A. B. GorreH
Ohio State University W. B. Cook Montana State CoHeae and W. T. Lippincott University of Florida
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The College Chemistry Course
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for N0n-Science Maprs
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A report o f the M o n b n a S b k Conference1
The conference on chemistry for nonscience majors was sponsored by the NSF and the Division of Chemical Education. Participants in the conference included 28 college teachers of chemistry and five distinguished scholars from other disciplines. The chemistry teachers, selected because of their contributions to chemical education, represented colleces and universities of all sizes and t w e s from all parts of the nation. The principal purpose of the conference was to examine critically, on an exploratory basis, the course content and method of teaching the chemistry courses for non-science majors and to recommend ways in which such courses can be made more valuable to the thousands of students who are concerned with and vitally affected by the implications of chemistry. The conference has prepared a full report. Copies are available from the office of the Department of Chemistry, Montana State College, Bozeman, Montana. The program of the conference, in 17 sessions, included a series of lectures by prominent scholars from disciplmes other than chemistry, on topics which contained auxiliary material for a terminal course. There also was a series of panel discussions on various phases of the problem of providing and developing a chemistry program for the non-science major. Each lecture or panel discussion was followed by a group discussion. " A
July 17-23, 1960. Financial tlupport was provided by the National Science Foundation.
The Lectures
A. B. Gar& (Ohio State), "How Can the Most Dramatic subject ~ ~of thet whole t ~ ~ ~~ curriculum ~ ~~~t d B~ Taught and Caught?" Paul Sears (Yale), "What the Field of Conservation Has to Offer a One Course in Chemistry." Paul Abersold (AEC), "What the Field of Nuclear Science Has to offer a onecourse in chemistry." Chauneeu Leake (Ohio State). "The I m ~ a c of t Science on So. oiety" and "Dimensions and Nursery Rhymes." Joseph Sehwab (Chicago), "If I Were to Teach a One Course in Chemistry-Philosophy of Science." Bentley Glass (Johns Hopkins), "What Non-Science Students Should Know About Chemistry in Order to Understand Biological Phenomena Which Are of Everyday Importance" and "The Research Type of Pmhlem for the Laboratory." Fvank Fomoff (Educational Testing Services), "Testing!' The Panel Topics
Demonstration Problems and Laboratorv Problems Objectives and Syllabi Great Literature The Discovery Process: Creativity Fringe Benefits that May Be Main Benefits Testing
Highlights of the Lectures
A . B. Garrett presented both a challenge and a charge, suggesting that the unique objective of this course should be achievement on the part of students of the complete cycle: Interest, Understanding, Retention, Applications, Motivation, Continuing Mastery, and back to Interest. He: charged the conference to
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find the approach and the content for a modern chemistry course to do this. Paul Sears discussed problems of natural resources, emphasizing the interplay among the available resources, the population pressure, and cultural patterns of the society. He suggested that in most of the world today population pressure and prevailing cultural patterns are unfavorable to satisfactory conservation of natural resources. A more responsible attitude toward natural resources will result only from a better appreciation of the laws of science by American youth. Paul Abersold emphasized the advances in all fields of science made possible by radioisotopes. He demonstrated clearly the importance of including some aspects of nuclear science in the chemistry program and he provided AEC source material for doing this. Chauncey Leake t.raced the cultural position of science (and chemistry) against a socio-historical background from the time of the early Greeks and their realization of individual satisfactions and social welfare, through the development of the concept of interpersonal relations and ethics to the development of logic and scientific knowledge. In his second talk, he presented a history of certain chemical concepts as developed by experimental biologists and physiologists. His third talk centered on the evolution and significance of units and dimensions. Joseph Schwab developed the notion that the current false image of science has created not only suspicion of science but also many unimaginative, unproductive scientists. This false image is of science as a body of absolute truth rather than of fluid enquiry. Bentley Glass emphasized that the sciences must inescapably become the core of a liberal education. He asked chemistry teachers to attempt to give the student a lasting understanding of what a scientist does, how he carries out his work, and why his method of investigation gives more assurance about the facts of nature than any other approach; to develop the evolution of ideas and their correction using the history of science; and to prepare the "right kind" of teachers. Summaries of panel discussions:
Demonstration Problems and Laboratory Problems. Convey the research point of view from the very beginning of the course; explore the use of television and films in chemistry teaching; examine the literature of education for techniques for more effective teaching; try some special qualitative analysis techniques. Hubert N. Alyea dramatically proved the importance and utility of the demonstration technique for developing critical judgment in students. His conviction is that curiosity, knowledge, and critical judgment should be developed by devoting about 20%, 30%, and 50% of the time, respectively, to each in the terminal course. This would contrast with 20y0, 60%, and 20% respectively, in the typical introductory course for chemists. Great Literature a d the Discovery Process. Since any approach to chemistry must inculcate a notion of the dynamic nature of chemistry, the introduction of historical sequence seems most appropriate. Three techniques of the "historical approach" are 254 / Journal of Chemical Education
to put the student vicariously into the state of knowledge that existed in a past time, to simply require the student to read about the past, and to use biographical or chemical anecdotes in presenting material. The historical approach is but one tool which the chemistry teacher may use in developing this course. The creative role of problem recognition is important and must not be replaced merely by problem solving. Fringe Benefits of a n Ideal Chemistry Course for NonSeience Majors include an introduction to critical thinking, an understanding of the role of chemistry in the American economy, and insight into the impact of chemistry on world affairs. Testing. Frank Fornoff listed the objectives of a test and compared essay and objective tests. He discussed test planning and techniques for measuring skills, attitudes, and motivation. Conclusions
Character of the Course. The character of the chemistry course for non-science majors should be rigorous, with every effort made to limit the number of items covered so that those included can be studied intensively. The course should be no less demanding intellectually than the traditional course in chemistry. It must be organized and taught in such a manner that a student will develop curiosity, will acquire a reasonable amount of rhemical information, and will be required to exercise critical judgment. The student should gain an appreciation of the dynamic and evolutionary character of sc:ienre as well as its interaction with other cultural forces. He should gain an understanding of the indispensability and limitations of observations, the utility of correlations and classifications, and the tentative nat,ure of theories and postulates; but he should appreciate the great power of discovery that rests in their coordinated use. Experience in the experimental methods of science is indispensable; students should plan, execute, and interpret laboratory experiments. General Guide for Deselqnnent of the Course. Preferably, this course should be a one-year course. The subject matter may be selected from many areas. In making the course intellectually challenging, the instructor should stress the evolutionary development of chemistry, treating in depth a few theories or concepts; he should use mathematics as a tool in quantitative reasoning and as an important means of communication; and he should use an "experimental approach" to the lecture and laboratory programs. Outside reading in chemistry and in the cultural and philosophic aspects of science should be required. The laboratory should emphasize the "discovery" aspect and provide experience in designing and interpreting experiments. The approach to the laborat,ory is more important than the coverage. It is recommended that one or more follow-up conferences or institutes be held for further study and to work out material (possibly with syllabi) on two basic problems: The research type of laboratory problems that can be developed for the terminal ceaune. The development in a. practical manner of the historical and somewhat anecdotal method, showing the dynamic evolving . charmter of science.
