Chemical Education Today
Especially for High School Teachers by Erica K. Jacobsen
This Is Your Life Childhood is often a time spent cycling through a selection of answers to the oft-asked question “What do you want to be when you grow up?” In the space of days, hours, or even minutes, a youngster might pledge undying devotion to the careers of astronaut, animal trainer, super hero. Later choices might become more sophisticated and realistic. My path eventually led to teaching, of course, but I’m drawn to vicariously experience other paths that I am unlikely to explore in my lifetime due to lack of time, talent, or ambition on my part. I’ve enjoyed books describing the experiences of bartenders, chefs, a man who decided to live off the land in the Alaskan wilderness, and “retail researchers” who observe the way we shop. I freely admit to watching television shows that chronicle the trials of real estate “flippers”, professional cheerleader tryouts, and prospective fashion models. Teachers have also written about the bits and pieces they go through. Often, they tend more toward the inspirational rather than the day-today details. What would students think if they were to read such a book or watch such a program? I think many would be surprised at the careful thought and planning that goes into even a short lesson. Tribe and Kostka (p 1031) created a classroom experience where students became the teachers. Within the boundaries of certain chemistry topics, students investigated resources, including this Journal, in order to select or design a laboratory suitable for their classmates. The students then tested the experiments, gathered and prepared reagents, created handouts, and eventually presented the laboratory to their classmates. They even were in charge of troubleshooting during the lab period and evaluating the resulting lab reports. In short, they temporarily took on a teacher’s role. One student commented “I never knew how much work it was to get ready for chem lab” (p 1033). Another stated “I thought it was cool to teach my classmates something” (p 1034). A great lesson in more than just chemistry. Erhardt (p 1024) also encourages students to initiate their own learning in the laboratory. He describes an experiment where students investigate the absorption spectra of dyes approved for use in foods, and then analyze the dyes present in green Skittles candies. But the experience doesn’t end there—students are required to complete a lab extension entitled “So What’s the Next Question?” and investigate something they find relevant to their own lives. You might sometimes wonder where the stories of your students lead after they leave your classroom. I was drawn to Tai and Sadler’s extensive study associating high school chemistry instructional practices with the grades students later received in college chemistry courses (p 1040). The choices you make in your classroom today really do make an impact! Where will your story lead?
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Secondary School Featured Articles 䊕 Summer Reading by Cheryl Baldwin Frech, Dick Pagni, Brian Coppola, Hal Harris, and Jeff Kovac, p 916. 䊕 Using News Assignments To Develop Skills for Learning about Science from Public Information Sources by Mary M. Walczak, p 961.
How Do You Use JCE Classroom Activities? Don’t forget the upcoming JCE Classroom Activities schedule change. You’ll see Activity #91 published in August 2007, with subsequent Activities published every even-numbered month throughout the entire calendar year rather than just September through May. During the odd-numbered months during the school year, we’ll share your ideas for how you use previously-published Activities in and out of your classroom or how you’ve expanded them. A couple teachers shared their Activity experiences with us at the recent National Science Teachers Association convention in St. Louis. We hope to publish their thoughts in upcoming issues. What about you? How do you use JCE Classroom Activities? Laura’s Take on the Issue The June issue has consistently been one of my favorites. I especially look forward to Summer Reading (p 916). There are so many different selections suggested this year, and I know very few of us have time for them all. However, each summer I treat myself and choose two. This summer it will be Sky in a Bottle and What Einstein Told His Cook 2. Why these two? In Sky in a Bottle, I look forward to learning another application of Avogadro’s number because students have a hard time grasping the value of this number outside the chemistry classroom. They usually think it is just one more thing we are asking them to memorize, so I incorporate how Avogadro’s number applies to real-world places or events as often as possible. The first Einstein cookbook sits between the canisters on my kitchen counter and raises all kinds of questions with guests. The most common one opens with, “Are you going to teach us about chemistry today too?” Then they usually ask how chemistry applies to a particular food item of the day. It is a great way to share about how chemistry is a part of almost every thing in our lives. I am especially looking forward to the sections on fish and spices. I came to really like fish when I lived in Connecticut, and I often look for recipes that allow me to incorporate different types of fish into my meals. From this book, I am looking forward to learning more about the chemistry of fish foods, too. I wonder what questions my guests will ask when they see there is a second Einstein cookbook on my kitchen counter? Oh, how the many applications of chemistry intrigue them.
Vol. 84 No. 6 June 2007
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Journal of Chemical Education
905
