Secondary school chemistry teaching, 1918–1972: Objectives as stated in periodical literature

Ogden, William R.

doi:10.1002/tea.3660120306

Cited by 11 publications

(5 citation statements)

References 2 publications

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“…The first interpretation seems to support the findings of Stuart (1977) and Ogden (1975). Stuart surveyed the importance of high school chemistry and college chemistry as perceived by high school teachers and college instructors in New Mexico.…”

Section: Discussionmentioning

confidence: 60%

“…A survey by Ogden (1975) concerning the major objectives of high school chemistry that are perceived important by high school and college instructors provides some clues to some of the features perceived important for high school chemistry. Ogden categorized various kinds of objectives for high school chemistry as reflected by statements in articles from professional periodicals during the 1918-1972 period.…”

mentioning

confidence: 99%

“…Most instructors ignore the high school experiences and the knowledge students bring to the college classroom/laboratory. And yet high school teachers frequently justify their chemistry courses because the colleges expect the typical course organization and content coverage (Stake & Easley, 1978;Weiss, 1978Weiss, , 1987. Krajcik and Yager (1987) have shown that high ability secondary students can succeed in college chemistry courses equally well when students who have completed high school chemistry are compared with those who have not.…”

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confidence: 99%

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What college chemistry instructors and high school chemistry teachers perceive as important for incoming college students

Razali¹,

Yager

1994

J Res Sci Teach

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Professors of college chemistry were asked to rank various examples of traditional chemistry knowledge and skills as to their importance for incoming students to possess. A pilot study revealed that the items-all selected from one edition of the American Chemical Society-National Science Teachers Association (ACS-NSTA) Chemistry Achievement Examination-represented attributes viewed as relatively unimportant. The professors then identified 29 personal traits they considered more important for incoming students to possess. Subsequently, these items, knowledge, skill, and personal attributes, were included in a three-part assessment instrument. The instrument was administered to 69 college chemistry professors selected at random and to 37 high school chemistry teachers. The results reveal that the college professors universally identified student personal attributes as significantly more important for incoming students to possess over specific knowledge and skills included in the ACS-NSTA Achievement Examination. Chemistry professors do not find items commonly used to assess success in high school chemistry as important attributes for incoming students to possess. Conversely, high school chemistry teachers regard the knowledge and skill items to be more important for college preparation than personal attributes. 0 1994 by the National Association for Research in Science Teaching Published by John Wiley & Sons, Inc.CCC 0022-4308/94/070735-131. Ability to relate mathematical concepts to chemistry problem solving. 2. Ability to carry out accurate measurement in the metric system.

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Section: Discussionmentioning

confidence: 60%

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confidence: 99%

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confidence: 99%

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What college chemistry instructors and high school chemistry teachers perceive as important for incoming college students

Razali¹,

Yager

1994

J Res Sci Teach

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“…Roberts drew numerous examples from two dominant physics programs in North America in the 1980s-the Physical Sciences Study Committee and Harvard Project Physics courses-to highlight the different approaches to physics teaching. As a precursor to this study, a review, conducted by the author, of the (a) eight dimensions of scientific literacy (Gabel, 1976), (b) nine categories of chemistry (Ogden, 1975), and (c) seven categories of biology (Ogden & Jackson, 1978), confirmed Roberts' seven science curriculum emphases as a plausible framework for interpreting what is valued in science curricula. Consequently, Roberts' curriculum emphases were chosen as the framework for this study.…”

Section: Seven Science Curriculum Emphasesmentioning

confidence: 83%

Exploring Science Curriculum Emphases in Relation to the Alberta Physics Program-of-Study

Chu

2012

AJER

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Using Roberts’ (1982, 1988, 1995, 1998, 2003) seven science curriculum emphases as its framework, this investigation into Alberta’s physics program-of-study found that pre-service and novice teachers reported focusing on four of the emphases—Structure of Science; Scientific Skill Development; Science, Technology, and Decisions; and Correct Explanation— while experienced teachers reported focusing on two of the emphases—Structure of Science and Everyday Coping. Other program-of-study aspects that were reported by teachers as being of high priority included holistic views of physics and student engagement, both of which fall beyond Roberts’ framework. Teacher participants focused on different aspects of the program-of-study as compared to a senior curriculum leader in Alberta (i.e., the program manager for secondary sciences in the Curriculum Branch of Alberta Education), suggesting a possible need for professional development for teachers to deliver the program-of-study as intended by Alberta Education. This research increases understanding of how teachers interpret a physics program-of-study with respect to science curriculum emphases. Reprenant comme cadre l'accent que met Roberts sur un programme d'études reposant sur sept priorités en sciences (1982, 1988, 1995, 1998, 2003), cette recherche du programme d'études en physique de l'Alberta a trouvé que les stagiaires et les enseignants débutants se concentraient sur quatre des priorités - La structure de la science; Le développement des habiletés en science; La science, la technologie et les décisions; et La bonne explication - alors que les enseignants plus expérimentés misaient deux des priorités - La structure de la science et Pour faire face au quotidien. Parmi d'autres aspects du programme d'études que les enseignants ont évoqués comme étant prioritaires notons des perspectives holistiques de la physique et l'implication des élèves, deux composantes qui ne sont pas inclues le cadre de Roberts. Les enseignants participants ont misé différents aspects du programme d'études par rapport au chef sénior du programme d'études (c'est-à-dire le gestionnaire de programme des sciences au secondaire de la Direction des programmes d'études de Alberta Education), ce qui donne à penser qu'il pourrait avoir un besoin de développement professionnel pour que les enseignants mettent en œuvre le programme d'études tel que prévu par Alberta Education. Cette recherche vient ajouter à nos connaissances sur l'interprétation que font les enseignants du programme d'études en physique relativement aux priorités en sciences.

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“…I would not claim the set of categories is exhaustive in terms of what is theoretically possible in science education, but it does seem to be exhaustive in terms of what has been tried. Independent confirmation for that point comes from two studies of science teaching objectives in American secondary schools since the early part of this century-one for biology (Ogden & Jackson, 1978) and one for chemistry (Ogden, 1975). Seven major categories of biology objectives and nine major categories of chemistry objectives were discerned in the professional literature.…”

Section: Seoen Curriculum Emphases In Science Educationmentioning

confidence: 98%

Developing the concept of “curriculum emphases” in science education

1982

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Secondary school chemistry teaching, 1918–1972: Objectives as stated in periodical literature

Cited by 11 publications

References 2 publications

What college chemistry instructors and high school chemistry teachers perceive as important for incoming college students

What college chemistry instructors and high school chemistry teachers perceive as important for incoming college students

Exploring Science Curriculum Emphases in Relation to the Alberta Physics Program-of-Study

Developing the concept of “curriculum emphases” in science education

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