Chemistry, the Terminal Science? The Impact of the High School Science Order on the Development of U.S. Chemistry Education

Keith Sheppard
Teachers College, Columbia University, New York, NY 10027
Dennis M. Robbins
Borough of Manhattan Community College, New York, NY 10009
J. Chem. Educ., 2006, 83 (11), p 1617
DOI: 10.1021/ed083p1617
Publication Date (Web): November 1, 2006
History, Education, and Documentation

Abstract

This is a follow-up to a previous article about the historical development of the biology–chemistry–physics order of science courses in U.S. high schools. The ideas and influences behind the development of the order and some of the original arguments about the grade placement of chemistry are presented. The influence of a leading chemistry educator, Alexander Smith, is highlighted especially his support for a "physics first—chemistry last" order and its subsequent impact on the development of U.S. chemistry education. The article calls for more active engagement of the chemistry education community in the present debate about the high school science order.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Curriculum

Keywords (Feature):

Secondary School Chemistry

Keywords (Pedagogy):

Student-Centered Learning

Keywords (Subject):

Learning Theories
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  • Received: August 03, 2009

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