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What Should We Teach in High School Chemistry?

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Kelly Morgan Deters

Hayden High School, Topeka, KS 66606

J. Chem. Educ., 2003, 80 (10), p 1153

DOI: 10.1021/ed080p1153

Publication Date (Web): October 1, 2003

Abstract

High school chemistry teachers differ widely about on what they believe should be taught in the traditional high school chemistry course. Some teachers believe it is necessary to prepare students for college-level chemistry while others feel that it is more important to introduce students to the scientific method of discovery and to engage students in discussions about the world around them. This article reports findings of an email survey of college professors that asked them to report the top five skills necessary for students to master before entering college-level chemistry.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

View from My Classroom

Keywords (Subject):

Learning Theories

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This article has been cited by 3 ACS Journal articles (3 most recent appear below).

A Laboratory Practical Exam for High School Chemistry
Michelle M. Rhodes
Journal of Chemical Education2010 87 (6), 613-615
- A Laboratory Practical Exam for High School Chemistry
  Michelle M. Rhodes
  Journal of Chemical Education2010 87 (6), 613-615
  A station-based laboratory practical exam for first-year high school chemistry students is described. Students move individually through six stations meant to authentically assess both basic lab skills and problem-solving skills utilized throughout the ...
  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links
What Are We Teaching in High School Chemistry?
Kelly Morgan Deters
Journal of Chemical Education2006 83 (10), 1492
- What Are We Teaching in High School Chemistry?
  Kelly Morgan Deters
  Journal of Chemical Education2006 83 (10), 1492
  Results of a high school teacher survey with participation via the Internet of 571 high school teachers from all 50 states are discussed. The results show agreement among 93.0% of teachers that 18 specific topics are considered appropriate for a general ...
  Abstract | Hi-Res PDF | PDF w/ Links
Cross-Proportions: A Conceptual Method for Developing Quantitative Problem-Solving Skills
Elzbieta Cook and Robert L. Cook
Journal of Chemical Education2005 82 (8), 1187
- Cross-Proportions: A Conceptual Method for Developing Quantitative Problem-Solving Skills
  Elzbieta Cook and Robert L. Cook
  Journal of Chemical Education2005 82 (8), 1187
  This paper focuses attention on the cross-proportion (C-P) method of mathematical problem solving, which was once widely used in chemical calculations. We propose that this method regain currency as an alternative to the dimensional analysis (DA) method, ...
  Abstract | Hi-Res PDF | PDF w/ Links