Because thermodynamics is usually presented in a highly mathematical context, many students fail to comprehend even its intuitive aspects. Provides simple explanations, without complicated mathematics, for the three thermodynamics laws. (MLH)

Lists the sponsors and committee members for this conference on participant-paced programming in chemical education and provides general remarks about the conference from both the General Chairman and Report Coordinator. (MLH)

The intellectual development of students as defined by Piagetian theory is discussed with the implications that the theory and recent research results may have for teaching science. Recommended is conducting small, carefully planned investigations that will lead to a better understanding of: (1) what concepts cause problems and why; (2) what…

Presents a viewpoint regarding accomplishments of the McMaster Conference in Hamilton, Ontario, June 19-23, 1978, in terms of chemistry curricula in introductory chemistry courses. (CS)

This study is an attempt to validate an alternative electronic analog task for the Combination of Chemical Bodies Piagetian task. Both tasks were compared with each other, as well as with a Chemistry Placement Exam and an independent Piagetian measure. Subjects were 55 university first-year chemistry students. (MS)

Examines the task of adding historical perspective to the structure of chemistry while teaching the basic chemical knowledge associated with a high school course. Suggested instructional methods include a biographical approach with a newspaper article format, a storytelling technique, and a detective approach. (GS)

Investigated outcomes of the use of the learning cycle, which divides instruction into the Piagetian phases of exploration, invention, and discovery in general college chemistry laboratory experiments. Differences between concrete and formal operational students were explored in students' ability to master chemistry material varying in cognitive…

Indicates that in explaining redox reactions the definition of oxidation and reduction should be in terms of oxidation number, not electron transfer. Presents reasons and examples for this approach. (GS)

A division of chemical education has been created within the chemistry department at Purdue University. The nature of chemical education, impediments to research and development in chemical education, and future directions of the division are discussed. (JN)

Suggests that academic departments reshape the intellectual climate for chemistry education as one way to ensure the future of chemistry. Current practices in chemistry and possible benefits which may result if the system is modified are examined. These benefits include better public support and understanding of chemistry. (JN)

Teachers are often careless with words. This can lead to confused ideas and time spent in unlearning. (BB)

Attributes learning difficulties in introductory chemistry to the thesis that many students have not reached the formal operations level of intellectual development. Cites instances to support this thesis, outlines an instructional procedure to overcome the difficulty, and presents a list of competencies that can be expected of these students. (GS)

Reported is a discussion concerning the effect of different analyses of the same empirical data. Students (N=over 200) enrolled in an introductory college chemistry course for science majors were randomly assigned to two experimental treatments. Treatment O was designed to help students understand the objectives of the course and to emphasize the…