Perceptions of coordinators of college freshman chemistry regarding selected goals and outcomes of high school chemistry

Abstract

Several studies have shown that high school science teachers base their teaching on what professors of college freshman science expect, and that, in some instances, advanced high school courses are needlessly similar to college freshman courses. In order to gain insight of college science professors' expectations and perceptions on selected goals and outcomes of science education, a survey instrument was developed and mailed to 123 heads/coordinators of freshman chemistry in U.S. state and land grant colleges and universities that offer a graduate degree program in chemistry. The results demonstrated that although the coordinators were positive about many science education goals and outcomes they did not value aspects related to societal issues, and no differences among them existed when the results were analyzed according to demographic subgroups such as age and teaching experience. They perceived high school graduates as possessing inadequate skills and perceived measures to improve precollege science education requiring collaboration of precollege and college faculty positively. The implications for science education were that college chemistry professors place values different from those of science educators on some pertinent goals and outcomes of science teaching, a situation that is not helpful to reforming precollege science education.

Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors

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Success in introductory college physics: The role of high school preparation

“…The research literature points to a profound "impedance mismatch" between precollege and college science courses' pedagogy and content, in spite of the Herculean preparatory efforts of many high school teachers (Dickie, 1991;Razali & Yager, 1994;Shumba & Glass, 1994;Warkentin et al, 1993). College and precollege teachers differ in the depth and structure of their content knowledge, which may add to the confusion and frustration of students in transition to college .…”

“…Science teachers view their high school physics courses as valuable preparation for introductory college physics, yet many college professors have expressed doubts about their worth (Gibson & Gibson, 1993;Halloun & Hestenes, 1985;Razali & Yager, 1994;Shumba & Glass, 1994). Who is right?…”

Improving practice with target inquiry: high school chemistry teacher professional development that works

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