For some time now, chemistry has not had a good reputation in society. The population identifies this discipline with industries and pollution, while its positive contributions are usually ignored. This fear of chemistry may affect the opinion of society toward not only science, but also the scientific work itself. To assess the prevalence of this…

An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid-base…

An upper-level undergraduate course that explores ethics in chemistry and the impact of chemical innovations on society has been developed. Goals of this course were to promote student recognition of ethical considerations in chemical innovations and chemical research and demonstrate the link between the application of chemical innovations and the…

A definition of chemistry is presented. (BB)

Discusses the teaching of science history in chemistry classes. Concludes that a clear, unprejudiced presentation of historical fact requires a great deal of research and knowledge, and may be better left to history specialists. (MLH)

Criticizes post-Sputnik changes in college chemistry instruction, including the tendency to assign higher grades and the teaching of difficult material beyond the students's ability. (MLH)

Presents some instances of the implications of chemistry which illustrate both its scientific and humanistic nature. Indicates that chemistry can be used as a bridge to span the artificially created chasm between Snow's two cultures and thus to demonstrate the fundamental unity of all knowledge. (CC)

Discussed is the use of instructional aids in chemistry teaching as it relates to mechanisms of learning. (BB)

An overview is provided featuring comments from students in a high school chemistry course, who were required to present portfolios of their work at the end of each semester. Brief reflections were written on why the piece was chosen and what thy learned from the experience and the reflection pieces presented an opportunity to study student…

States that college chemistry teachers can best assess a curriculum by observing how much reinforcement it provides to the students. Also urges that curricula should offer opportunities to instruct the concrete operational student in formal operational thought. (MLH)

Presents four rebuttals to a suggestion that oxidation and reduction be defined in terms of increasing and decreasing oxidation numbers rather than as a gain or loss of electrons. (MLH)

Indicates that the current philosophy of laboratory experimentation and instrumentation is creating students that are not well versed in basic principles of chemistry. (GS)

Discusses two pedagogical problems encountered in teaching of inorganic chemistry, namely, excessive instruction of bond theory and neglect of introducing new development, especially bioinorganic knowledge. (CC)

Relays the opinions concerning the teaching of gifted science students from a teaching veteran of 21 years. (CP)