teaching aids and materials recommended by the Advisory Council on College

332 Pages·2012·13.69 MB·English

DOCUMPNT
E S (IMF
ED 024 614
SE 006 047
24
By- Dodson, B.C.
A Survey of the Teaching Practices and Materials Used in Introductory College Chemistry. Final Report.
Southern State Coll., Magnolia Ark.
Spons Agency-Office of Education (DHEW), Washington, D.C. Bureau of Research.
Bureau No- BR- 7-G-018
Pub Date Aug 68
Grant- OEG- 1- 7-070018-4559
Note- 331p.
EDRS Price MF-$1.25 HC-S16.65
*Instructional
*Instruction,
Obiectives,
*Curriculum,
Course
Descriptors- *Chemistry,
*College
Science,
Materials, Science Facilities, Teaching Methods, Undergraduate Study
Identifiers- Advisory Council on College Chemistry
Surveyed were current objectives, teaching methods and teaching materials used
(1) to develop
in introductory college chemistry. Six general objectives were identified
students familiar with the facts,
the ability to do critical thinking. (2) to make th z:.
principles, and concepts of chemistry. (3) to help me students understand the nature
of matter and its transformation. (4) to develop the ability to handle quantitative
for the
problems, (5) to develop intellectual honesty rather than foster the search
"right" answer. and (6) to teach students to he precise in observation and expression.
defined.
Data obtained indicated (1) the nal.ure of the first year course is not clearly
(2) the introductory courses are in the midst of considerable revision. (3) modern
teaching aids and materials recommended by the Advisory Council on
College
placed on interdisciplinary
Chemistry are not being used, (4) some emphasis is
objectives and
cooperation, and (5) professional educators seem unclear about
outcomes of introductory college chemistry courses. (CR)
17-
c)-1
FINAL REPORT
Project No. 7-G-018
Grant No, 0EG-1-7-070018-4 59
A SURVEY OF THE
TEACHING PRACTICES
AND MATERIALS
USED IN INTRODUCTORY COLLEGE CHEIMSTRY
August, 1968
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
POINTS OF VIEW OR OPINIONS
PERSON OR ORGANIZATION ORIGINATING IT.
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
U.S. DEPARTMENT OF
HEALTH, EDUCATION, AND WELFARE
6,
Office of Education
Bureau of Research
0
FINAL REPORT
Project No, 7-G-018
Grant No. 0EG-1-7-070018-4559
A SURVEY OF THE TEACHING PRACTICES AND MATERIALS
USED IN INTRODUCTORY COLLEGE CHEMISTRY
B C Dodson
Southern State College
Magnolia, Arkansas
August, 1968
The researei reported herein was performed pursuant to
a grant with
the Office of Education, U.S. Department of Health, Education, and
Welfare.
Contractors undertaking such projects under Government
sponsorship are encouraged to express free],y their professional
judgement in the conduct of the voj.act,
Points of view or opinions
stated do not, therefore, necessari!:i represent official Office of
Education position or policy.
.011.
U S
DEPARTMENT OF
HEALTH, EDUCATION, AND WEIFARE
Office of Education
Bureau of Research
PREFACE
The observation is not nev, neither is it unconfirmed by others,
that there is a diversity of opinion as to what course content should
be taught in introdectory college chemistry, how it should be taught,
The primary contention now seems
and what materials should be used.
to be to consolidate these diverse opinions and practices and attempt
to ascertain some order out of the controversies and diversity.
A few investigations have been directed at determining the objec-
tives of general college chemistry, the course content of introductory
college chemistry, and motivation practices in first year college
These noteworthy attempts have been meager when compared
chemistry.
to the prolific writing of chemistry educators describing the objec-
tives and content of courses taught at their respective institutions
of higher education.
The Advisory Council on College Chemistry has
described a course directed at the university level.
The question
is asked, "Do introductory college chemistry courses directed at
the university meet with the needs of other institutions of higher
learning, namely, the liberal arts colleges and the junior colleges?"
The literature is abundant with articles showing a diversity of teaching
practices but few solutions are offered.
Fully cognizant of the damage of oversimplification and distortion
of meaning, an attempt will here be made to consolidate these previous
ii
This is in order to ob-
writings, suggestions, and research findings.
tain a clear cut view of what current objectives, teaching methods, and
materials are being used in the accredited colleges and universities.
ACKNOWLEDGEMENTS
The investigator is especially grateful to Dr. John W. Renner,
the University of Oklahoma, for his perceptive and skillful guidance
throughout the project and for his patience and assistance during the
time in which the survey report was developed.
The United State Department of Health, Education, and 'Welfare
are accorded a kind thank you for their unceasing encouragement and
their financial assistance in gathering the data for this survey.
Finally, to my family and especially my wife, who each in his
own manner contributed heartedly and unselfishly to the completion
of the survey project, goes an expression of infinite thanks.
iv
TABLE OF CONTETTS
Chapter
Page
PROBLEM AND OBJECTIVES
1
I.
Statement of the Problem
1
Procedure Used in the Study
1
Need for the Study
1
Scope and Limitations of the Survey
3
Population of the Survey
3
Definitions and Interpretations
4
REVIEW OF THE LITERATURE
II.
6
Introduction
6
Historical Background
10
Objectives of General Chemistry
15
The Content of Introductory College Chemistry
23
The General Chemistry Laboratory
40
.
.
Suggested Solutions to Current Controversy
46
General Summary of Literature Review
55
DESIGN OF THE SURVEY
III.
60
Selection of a Population
60
Stratification
63
Types of Estimates to be Used
64
Notation
65
Determining the Size of the Sample
66
Allocation Procedure Illustrated
69
Selection of a Sample
70
Efficiency Gained by Stratification Ulthin the Four
Type Categories
71
Characteristics of the Distribution
73
Sampling by Classification of Institutions
76
The Plan of Presentation of Data
78
DESCRIPTION OF INTRODUCTORY COLLEGE CHEMISTRY COURSES
IV,
OFFERED IN INSTITUTIONS
82
Titles of Introductory College Chemistry Courses
82
. .
Courses Offered, Course Prerequisites, and Student
Preparation
86
Course Credit
97
Academic Fields and Degrees of Chemistry Professors
99
. .
Chapter
Page
THE INTRODUCTORY CO
V.
E CHEMISTRY COURSES. OFFERED
AT
THE ACCREDITED INSTITUTIONS
105
Typical Introductory Chemistry
Courses
105
Description of Laboratory Manual
and Textbook
118
Course Revisions and/or Course Additions
119
Pre-laboratory Instruction
126
OOOOO
Use of Pre-laboratory Instruction
129
Procedure for Handling Experimental
Data
132
Recording of Laboratory Data
134
Type of Reporting Expected by
Institutions in the
Survey
137
Types of Honors Courses Offered
140
Challenging the Superior Student
144
Objectives and Aims of Introductory
College Chemistry
149
Nethods of Evaluating Success
of Introductory Course
173
.
VI.
SUPPLEMMTARY MATERIALS, E0IPMENT,
OUTSIDE MATERIALS,
NETHODOLOGY AND TEACHING TECHNIQUES
177
A Summary of the Supplementary
Materials, Methodology
.....
and Teaching Techniques
177
Use of Supplementary Materials,
Methodology, and
Teaching Techniques by Institutions
180
Equipment and Outside Materials
186
Use of Equipment by Institutions
187
Comparison of Methodology and Teaching
Techniques
Between Institutions
189
VII.
IMPLICATIONS OF CHANGE AND SUGGESTIONS
FOR IMPROVEMENT
193
.
Teacher Reactions to Reasons
for Changing the
Introductory College Chemistry Course
196
Teacher Reactions to Factors
that Reduce Interest
199
.
.
Suggestions for Improvement
207
VIII.
COURSE CONTENT TOPICS AND LABORATORY
EXPERIMENTS
214
IX.
SUMMARY AND GENERAL FINDINGS
236
X.
CONCLUSIONS AND RECOMMENDATIONS
241
Conclusions
241
Recommendations
242
A SELECTED BIBLIOGRAPHY
244
APPENDIX
252
Appendix A :
Statistical Calculations
253
Appendix B :
Questionnaire
256
vi
Page
List of Institutions in Sapple
Appendix C
270
. .
:
List of Colleges Used in Validating
Appendix D
:
Questionnaire and Raw Data on Responses
277
304
Raw Data on T-test Scores
Appendix E :
Textbooks and Systems Approach
Appendix F :
308
Raw Data
Appendix G
310
Computer Program
Appendix H :
314
LIST OF TABUS
Page
Table
61
The 1966 Fall Seaester Enrollment
1.
Number of Accredited Institutions of Higher Education in
2.
the Continental United States in 1967 Offering Introductory
62
College Chemistry
Analysis of 1966 Enrollment Statistics on Basis of lqhich
3.
Allocation of Cases was Made Among Four Strata of Colleges
69
and Universities
Distribution of Questionnaires Received From Institutions
4.
74
by States
Distribution of Questionnaires Received by Classification
5.
76
and States
Distribution of Questionnaires Received From Institutions
6.
78
By Classification
The Number of Different Course Titles of Introductory
7.
83
Courses
Number and Per Cent of Introductory College Chemistry
8.
84
Courses Offered by Institutions
93
Prerequisites to Introductory College Chemistry Courses
9.
.
.
Previous High School Chemistry Experience of Introductory
10.
College Chemistry Students and Per Cent of These Students
Who Eventually Major in Chemistry
97
98
Course Credit in Introductory College Chemistry Courses
11.
.
Academic Field and Degree of Introductory College Chemistry
12.
100
Professors
Field and Degree of Professors in Charge of Introductory
13.
101
Chemistry Course
Professional Training and Responsibilities of Student
14.
103
Assistants
106
Offered
Typical Introductory College Chemistry Courses
15.
.
.
viii