David Galenson's bifurcation of creative types is well-founded across several strata of the traditional fine arts. According to Galenson, experimental innovators outwardly express their creativity at a later age after long periods of development. I reason that many of the students in undergraduate classrooms are experimental innovators, since…

This historical review traces the origins of the Kimball free-cloud model of the chemical bond, otherwise known as the charge-cloud or tangent-sphere model, and the central role it played in attempts to reform the introductory chemical curriculum at both the high school and college levels in the 1960s. It also critically evaluates the limitations…

Traces the development of the study of geology and geological education in the United States during the 1700's. Addresses the influences of world travel, agriculture, and medicine on the inclusion of earth science into college curricula and self-instruction "civility books." (TW)

Studied were (1) the evolving use of the microscope in science education, and (2) its relationship to the changing teaching methods, content, and emphases of science courses and to the prevailing philosophies of education of nineteenth century American colleges. To establish the necessary background, the evolution and availability of the…

Traces the development of analytical chemistry in Europe. Asserts that analytical chemistry should not be intertwined with other branches of chemistry. Argues that analytical chemistry education should aim to create graduates who have adequate knowledge and are aware of their responsibility to society and to nature. (TW)

Presented are two brief articles related to teaching the history of chemistry in college chemistry, "Utilizing a Historical Perspective in the Teaching of Chemistry" (Joseph W. Kamsar), and "History of Chemistry" (George B. Kauffman). (RH)

Discussed is the teaching of history related to chemistry in college chemistry courses. Problem areas including naming things and biases (linguistic, geographical, national, religious, ethnic, racial, cultural, sexual, world views, and government) are discussed. Five suggestions for improving instruction are given. (RH)

Discusses several pedagogical merits to teaching geology with a historical emphasis. Describes how concepts of relative time, the field aspects of geology, and the cultural relationships of science can be applied in a historical approach to the subject. Shortcomings to this sort of approach are also mentioned. (CS)

Considers reasons for advocating as well as for objecting to the introduction of science history into chemistry courses at the college level. (CS)

Explored are the following dimensions of scientific literacy: the ethos of modern science and the cumulative achievements of science and technology in the history of the United States and in the nature of contemporary society. Also discussed is the reform movement in science education. (KR)

Describes a two-semester physics course developed at the University of Alberta, Canada to present the development of some of the major theories in physics and their interaction with the prevailing cultures, religions, and philosophies. (HM)

Reports on a study into how the history of chemistry is being taught in colleges and universities. Results indicate that courses on the history of chemistry are hardly ever required of chemistry majors, and they are offered in only 10 percent of American Chemical Society approved chemistry departments. (TW)

Presented are views on prospects and retrospects in chemical education. The teaching of elementary chemistry is also discussed. (HM)

Presents an historical review of the role of petroleum in world history and information on the chemistry of petroleum. It is suggested that petroleum chemistry be discussed since within the next two decades oil and gas will provide the major portion of U.S. energy. (Author/SA)

Describes a short course on the history of chemistry taught at the graduate level with topics including apparatus and techniques. (SL)