New Literature Suggests that We Don't Have To Teach Everything in the Textbook

Susan P. Gannaway
North Georgia College, Dahlonega, GA 30597
Ann Stucke
MSIT Department, Georgia State University, Atlanta, GA 30303
J. Chem. Educ., 1996, 73 (8), p 773
DOI: 10.1021/ed073p773
Publication Date (Web): August 1, 1996

Abstract

What to include and what to leave out of chemsitry curriculum, with good conscience, is a difficult decision for most teachers. As chemistry textbooks get bigger, teachers feel pressure to include more and more content. This situation also is fueled by the uncertainty of the standardized tests that students will take. The purpose of this article is to summarize four recent documents that identify what is deemed essential in chemistry at grades 8 and 12 and to identify areas of agreement and disagreement among the sources.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Trading Post

Keywords (Pedagogy):

Textbooks / Reference Books

Keywords (Subject):

Standards - National / State
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History

  • Received: August 03, 2009

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