I James V. DeRosel Science Department Marple Newtown Schools Newtown Square. PA 19073
I I
Third International Conference on Chemical Education: 1979 The Teaching of Chemistry-Interaction Between Secondary and Tertiary Levels
On Monday, August 27, a bright, clear and crisp day, over 300 chemical educators from 59 countries hegan to arrive a t the beautiful and historical Trinity College in the center of Dublin, Ireland, to participate in the Third International Conference in Chemical Education. The conference was called by the International Union of Pure and Applied Chemistry and the Federation of European Chemical Societies to provide a-forum for the exchange of ideas and experiences by chemistry teachers at the secondary and tertiary levels. A specific ournose was to clarifv the aims of the uDoer .. secondarv and first-year tertiary level courses for students who do not continue the studv of chemistrv. students who take chemistry as a required ancillary subject& the tertiary level, and students who take chemistry at a university or college to become chemists. The conferees would attempt to establish how high school courses can prepare students who will continue their education in these different ways, what part tertiary level teachers should play in determining the substance and teaching of high school chemistry courses, and how the transition from secondary to tertiary level can he accomplished most beneficially. Each day of the conference hegan with the presentation of two plenary position papers-one from the point of view of the high school teacher and the other from that of the tertiary level teacher. The plenary session was followed by 12 small group (containing a mix of secondary and tertiary teachers from as many different countries as possihle) discussions of the position papers with a different participant assigned as chairperson each day. In the afternoon reports by the group discussion leaders were followed by replies by the plenary speakers and a general discussion by thefull conference. Also, regional review groups (containing a mix of teachers from geographically related countries) were organized to discuss the position papers and prepare written reports which would have special siinificanre-ro ;heir regions. f i e plenary session tupirs: "Whnt vhrmistry is needed for chemists and citizens." "what balance should be sought between fact and theory in our curricula," "Chemical equilibrium and energetics," "Structure and honding," and "How should we educate chemistry teachers," were intellectually stimulating and sufficientlv orovocative to " eenerate exoressious of views previously held and views newly formed as a consequence of the presentations and the interaction in new contexts with new and old friends. In addition to a different poster paper session scheduled on each of three afternoons. the hanauet. . . teas. re
