Presents the author's reasons for supporting the CHEMS program. Also characterizes aspects of his teaching regarded as significant in teaching chemistry, including prompt return of assignments, test retakes, videotaping. inclusion of organic chemistry, ability grouping of students, avoidance of specialization, and departmental testing. (CS)

Presented are the author's impressions of the status of chemical education during the period from the mid-fifties to late sixties. (HM)

Reviews the tradition of teaching and learning of organic chemistry in high school courses. Includes an analysis of present student performance and possible directions of future chemistry programs. Report is based on research of instruction and learning of organic chemistry in 90 high schools. (Author/JN)

Summarizes the philosophy of team teaching and the use of this method in teaching CHEM Study. Includes discussions of scheduling, class time for study, and the role of this course in the school's total chemistry program. (JN)

Laboratory exercises from five chemistry curricula were examined to determine organization (integration of laboratory work with other parts of a course) and tasks required of students (assessed in terms of inquiry skills and behaviors required for the laboratory work). Implications and suggestions for instruction are included. (Author/JN)

Gives an overview of Science-Technology-Society (STS) education, which views scientific and technological progress as social processes. An STS course called Social Organic Chemistry is described as a replacement for Application of Organic Chemistry in a teachers' college. The course addresses the application of the principles and fundamentals of…

Summarizes papers presented during a symposium at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982). Topics addressed included history of summer institutes and high school CHEM Study Program, educational activities of American Chemical Society (ACS), and activities of ACS Committee on Professional Training and…

Described is a practical resource that ties the specifics of classroom chemistry content to the specifics of teaching practice. Listed are 135 lessons found on three videodisks which have 700 pages of supporting written materials. Notes that the full gamut of the traditional high school curriculum is covered. (MVL)

Examines the relative effectiveness of two different chemistry curricula. African American students enrolled in an inner-city high school who took ChemCom, a Science-Technology-Society-based science curriculum employing cooperative learning as an integral component, scored significantly higher gains on a standardized measure of chemistry…