Fall 1998 CONFCHEM

Switching Students on to Science

Paper Summaries

Sept. 1 - Sept. 6: Keynote Paper

The State of Science Education: Subject Matter Without Context
Norman G. Lederman
Dept. of Science and Math Education, Oregon State University, Corvallis, OR 97331-6508, USA

Abstract:
The quality of pre-college and undergraduate level science education is currently being questioned. Although the reasons for concern about quality differ from nation to nation, the situation is not new. One can easily point to "critical" concerns voiced about science teaching and learning, and their associated reforms, for well over a century. Perhaps the most recent reform visions of note have been the National Science Education Standards and Project 2061 (AAAS) of the U.S. As was the case with most of their predecessors in the U.S. and elsewhere, these reform efforts stress the importance of conceptual understanding of the overarching ideas in science (e.g., cause and effect, equilibrium, structure and function, etc.) as opposed to the mere memorization of foundational subject matter. The phrase "less is more" has often been invoked to communicate the desire that instructional time focus on in-depth understanding of a reduced set of unifying scientific concepts. Although the words are different, the message remains familiar.

There is an increased emphasis, however, in two areas that make the current reform visions significantly different from previous efforts: nature of science and scientific inquiry. Although explicit concern for students' understanding of the nature of science and scientific inquiry can be traced backed to 1907, currently advocated emphasis appears to be at an all time high. The "nature of science" has been defined in a variety of ways over the years, but it most commonly refers to the values and assumptions inherent to scientific knowledge and its development. There is no general consensus about the list of values and assumptions, but most would agree that the following aspects of scientific knowledge are critically important and accessible to pre-college and undergraduate levels: tentative, involves human creativity and subjectivity, empirically-based, necessarily involves both observation and inference, and is socially and culturally embedded. In addition, the relationship between scientific theory and law is often included under the rubric of the "nature of science." With respect to scientific inquiry, current reform efforts have placed a renewed emphasis on what students should be able to do and what they should know about inquiry. Of particular note is the emphasis on students' understanding of inquiry. Previously, most science educators focused their attention almost exclusively on performance of inquiry.

Unfortunately, the best visions of reform efforts often remain within pages of text of reform documents. Classroom implementation is an entirely different matter. As with previous efforts to improve students' understandings of the nature of science and scientific inquiry, it has been assumed that students will implicitly learn about science and scientific inquiry by doing science. For example, it is assumed that by performing experiments involving control groups that students will understand the logic of classic experimental design. Furthermore, for example, it is assumed that students will come to understand that scientific knowledge is tentative simply by participating in authentic scientific inquiry. Research results indicate otherwise, as students most likely come to understand only what is made explicit during instruction.

The purpose of this presentation will be to discuss the importance of providing explicit instructional attention to the nature of science and scientific inquiry as well as to delineate several misconceptions about inquiry and nature of science promoted by recent reforms in science education. Above all, the argument will be made that without appropriate attention to nature of science and scientific inquiry students will once again learn science subject matter in a context-free environment. Such an environment does not permit the in-depth conceptual understanding of science subject matter specified in the visions of reform.

Sept. 7 - Sept. 19: "Can we teach enthusiasm? Innovation in curriculum and learning."

Chemistry Within; Chemistry Without
Terence P. Kee and Patrick M. McGowan
School of Chemistry, University of Leeds, Leeds LS2 9JT, UK
[t.p.kee@chem.leeds.ac.uk and p.c.mcgowan@chem.leeds.ac.uk]

Summary:
Many textbooks currently on the market for the tertiary education sector have two features in common. They are frequently large, comprehensive surveys which can be used in a similar manner to encyclopaedia’s and they are primarily written to provide sufficient chemistry within a certain field (organic, inorganic, analytical, physical etc) to satisfy an undergraduate student over the course of a full degree scheme.

As teachers it is quite clear from our one-on-one sessions that students can find much of chemistry dry and lifeless, especially when compared to other higher profile areas such as medicinal, forensic and environmental sciences, each of which is seen as relevant, exciting, meaningful and financially rewarding! Many of our current texts do little to dispel this image.

Chemistry may in fact be doubly damned since not only can it frequently seem dry but it also has an image of being a difficult science, fuelled in part no doubt by attitudes within the academic community. Chemists have often thrived upon and glorified in this image but ultimately perhaps to the detriment of our future students.

We believe it is time for us to be bold by trying to help our students realise:

Chemistry is a powerful force in modern society.
This power stems from the variety and flexibility of the uses of chemistry.
That with power; comes responsibility.
That with responsibility comes the need to act.
That taking action requires a knowledge of how chemical applications and their consequences depend upon fundamental chemical principles.

It is our belief that student motivation can only come from within the student themselves and that this motivation can only be stimulated, not implanted, by teachers such as ourselves. Students will motivate themselves when the right buttons for them are pressed, when they themselves recognise the importance and significance of what they themselves are learning. It is our job, as teachers, to inspire them, to encourage them, to challenge, disturb and push them so that each student feels the desire to get the best from their efforts. We offer Chemistry Within; Chemistry Without as our attempt at this result.

CHEMISTRY COURSES FOR THE MILLENNIUM
KAREN MOSS
Department of Chemistry and Physics
Nottingham Trent University, Nottingham, NG11 8NS, UK

Abstract:
Chemistry as a degree subject suffers from an image problem -Hard! Boring! Irrelevant!
As a result, in recent years, the numbers electing to study chemistry at degree level have fallen. To tackle this problem a think-tank workshop met in February to look at ways of revitalising interest in our subject. The main idea was to look at the success of a context-based approach to teaching chemistry such as that used by the Salter’s ‘A’ level course and the Open University and ask.
"Is it possible to apply a context-based approach to the teaching of degree level chemistry?"
The outcomes of the workshop include the following:-

Due to the diversity of the UK university system and associated autonomy issues - compared to 'A'-levels -, a fully integrated Salter’s style course would be less acceptable than stand-alone "chunks" of material defined in terms of student effort and outcomes.
By reflecting on best practice from a range of institutions, it is proposed that the best strategy for delivering a "chunk" involves using a wide range of learning processes, apart from the lecture, to deliver material around a storyline that engages interest. This approach will not only enthuse the students studying the material but also encourage other staff to try it for themselves.
To discover possible "chunks" an survey of a sample of first year chemistry syllabi was carried out. The survey showed that there are a lot of "chunks" in common. Therefore, context-based materials based on these common topics (eg :- Spectroscopy) could, in theory, be offered to all UK Universities .

A syllabus for Spectroscopy and suitable storylines are currently under being development. Contributions welcome!

Enjoying learning chemistry through modelling. A study of a chemistry course for pre-service primary student teachers
John Oversby^* and Gilda Segal⁺
^*Faculty of Education and Community Studies, University of Reading, Bulmershe Court, Earley, Reading, RG6 1HY, UK
⁺University of Technology, Sydney, Australia

Abstract:
A class of primary student teachers studied chemistry through modelling as part of their subject specialism in science. The course is aimed at providing a sound pedagogical content knowledge base in chemistry for those intending to be science coordinators in primary schools. Students' prior experiences of chemistry ranged from those taking academic A level chemistry at 18+ to those who finished learning chemistry at 14. Their attitudes varied from anxious and sceptical to a small number who positively looked forward to the course.

Issues such as differentiation, the inclusion of appropriate history of chemistry and the nature of science, and a desire to promote personal and interactive learning, were serious aspects of the teaching and learning process which were considered. A major focus was the development of a metacognitive approach to their own learning on the part of the students.

Learning through modelling was chosen to offer a fresh approach. Modelling in chemistry refers to the processes of representing chemicals and chemical changes through such forms as pictures, drawing, equations, 2D and 3D objects, textual accounts and role play. Great emphasis was laid on the explicit appreciation of points of correspondence between the sources of the models and the targets being modelled, and on points of non-correspondence which should be deliberately ignored when using the model.

Data collection methods included audio-taping of taught sessions, responses by students and tutor and interviews with students, written materials,and a poster workshop assignment. Some of these will be described.

The tutor made a focussed attempt to incorporate research views on teaching about models. Evidence from interviews and a written assignment will be provided as the basis for an evaluation of the success of the method. A widespread commitment to using a modelling approach in the students' future learning was also apparent.

Sept. 21 - Oct. 3: "Catching them young - science at school."

Successfully Mentoring Minority High School Students at an Urban Graduate Research University
Patricia Ann Mabrouk
Associate Professor of Analytical Chemistry
Northeastern University, Boston, MA 02115 USA
ph: (617)373-2845; fax: (617)373-8795
pmabrouk@lynx.neu.edu

Abstract:
Over the last five years, I have been privileged to share my research lab in the summer with six bright, hard working, enthusiastic economically disadvantaged high school students. Together we have explored heme peptides, prepared bioconjugates, learned perfusion chromatography, cyclic voltammetry, and resonance Raman spectroscopy. My students have presented their work at science fair competitions, regional and national American Chemical Society conferences, and published papers. In the process, we have had a lot of great fun together! Most importantly, my students have graduated from high school and are enrolled on scholarship at local colleges and universities. My purpose in writing this paper is two-fold. First, I seek to challenge you to become involved as a mentor to deserving minority students in your local area. Secondly, I intend to provide you with specific information on methods I have found to be valuable in inspiring, challenging, and teaching my high school students the joys and rigors involved in doing chemical research.

The Invisible World and Its Importance in Early Childhood Education
Rebecca Evans

Summary:
This project examined whether the teaching of microorganisms to young children could be effective under the support and guidance of an adult. In a designated "Research Center", used to simulate laboratory research, the growth of certain harmless molds and bacteria was employed as the vehicle for the study. Seventeen first grade children, ranging in age from 5 years 11 months to 7 years and 8 months, participated in weekly classroom experiments involving elements of microbial culture, observation, and drawing pictures of experiment results. The project was structured and designed to permit and encourage children to interact with one another and to engage in inquiry, allowing them to construct knowledge jointly. Through the use of discovery-based and manipulative activities, young children came to understand some of the visible properties of mold and bacteria and how they affect the students' daily lives.

This study showed that, under adult guidance and support, young children can acquire a knowledge and interest in the realm of microorganisms. Data collected for assessment included interviews, learning logs", observations, and a final writing exercise. Although children expressed little prior knowledge of microorganisms, they displayed high levels of interest, enthusiasm and curiosity to investigate, experiment and learn. Recognition and recall indicated good retention.

Expanding Your Horizons in Science and Mathematics ^TM:
A Hands-On Conference for Switching Middle School Girls on to Science
Judith M. Iriarte-Gross
Department of Chemistry
Middle Tennessee State University, Murfreesboro, TN 37132, USA

ABSTRACT

"I had a great day learning about math and science careers that I didn't know existed!"
"I am looking forward to my career in science and math."
"I really enjoyed working with chemicals and I think I will study chemistry in college."
"I learned things that I would probably never have learned in science and math."

How do we develop and maintain interest in science among middle school girls? We provide the girls with female mentors, hands-on science, single-sex classes, and a cooperative learning environment. These factors motivate girls to investigate new areas and to take risks and to define goals. These factors provide girls with self-confidence in themselves and allow them to participate as a valuable member of a team. Girls are encouraged by their success and thus feel confident of their abilities in science and mathematics. Girls are thus inspired to take advanced science and math courses in middle and high school. All of these factors are found in Expanding Your Horizons in Science and Mathematics ^TM Conferences.

Expanding Your Horizons in Science and Mathematics ^TM Conference (EYH ^TM) was created in 1976. The first EYH ^TM conference in middle Tennessee was held on October 25, 1997 for 300 middle school girls and 100 parents and teachers. The primary goal of EYH ^TM is to acquaint young women with science, mathematics, and technology-based careers by attending hands-on workshops presented by women in science and technology fields. The middle school girls attending these conferences benefit from interacting with professional women and college women who are actively involved in science and math fields. For many of the girls attending an EYH ^TM conference, it is their first introduction to a college or university campus. The goals, planning and organization, and program of the first Expanding Your Horizons in Science and Mathematics ^TM Conference at Middle Tennessee State University is discussed in this paper. The results and the phenomenal success of our first EYH ^TM conference initially confirm that the above strategies develop and maintain an interest in science among middle school girls.

Oct. 5 - Oct. 17: "Broadening the appeal - science for all."

....but how do we teach chemistry to non-chemists?
Geoff Potter
Faculty of Applied Sciences
University of the West of England, Bristol, BS16 1QY, UK
tel: +44(0) 117 965 6261 ext 2983
fax: +44(0) 117 976 3871
Geoff.Potter@uwe.ac.uk

SUMMARY
Chemistry as one particular science - Chemistry is a wide ranging science and has to be taught to many students who will not become chemists. Many of these students will have already lost interest in chemistry. The traditional approach to chemistry teaching is generally ineffective for these students. I suspect that other sciences can make similar statements. My experience is in post-school chemistry education but I believe the problems and posssible solutions are the same whatever the age of the student.

‘Hard’ and ‘soft’ sciences - I suggest that the onset of loss of interest may begin when the teaching introduces concepts (= ‘hard’) which are mainly abstract rather than descriptions (= ‘soft’). But traditional chemistry (and science?) teaching, particularly at tertiary level, starts with concepts and abstractions and so is not suitable for non-chemistry students (and non-scientists?).

Do fundamentals obscure understanding? - I believe they do for non-chemists (and non-scientists), especially when elaborate descriptions are built on them.

An alternative teaching approach - I believe the approach for these students must be to start from topics in their experience and work down into the chemistry (science) showing the chemist’s (scientist’s) approach and the relevance of the chemistry (science). We won’t produce Chemists (or Scientists) but we will have given them a better understanding.

Evaluation and further exploration - I welcome this opportunity to discuss and develop these ideas.

Second Time Around: Confidence in Adult Returners to Science Education
Jane Inman and Catherine Wesson
Centre for Lifelong Learning
University of Durham, Stockton Campus
University Boulevard, Thornaby, Stockton-on-Tees, Cleveland TS17 6BH, UK
c.a.wesson@durham.ac.uk

Summary:
The paper we are presenting summarises research exercises carried out with the intention of investigating:

barriers to learning Science for adult returners
the level of confidence of non-traditional entry students
assessing whether confidence increased during their study on a Science Access course in a University environment
possible reasons for low confidence in mature learners

While many of you are educating the children, we are working with their parents. Our paper may give you some ideas about the long term effect of science education the first-time around.

Chemistry Outside In
Cedric Mumford
UWIC Western Avenue, Cardiff CF5 2YB, UK

Summary:
The Science Access Course at the University of Wales Institute Cardiff grew to become one of the largest and most successful in Britain and succeeded in helping about 150 students gain entry to science-based courses at universities. The article describes the syllabus and methods used in convincing terrified students that anyone can learn, and do, chemistry provided each step in learning is made small enough. The key to this success lay in opening up the subject by starting with a Lego-type approach to the molecules and ions of well-known compounds before digging deeper into atomic structure and bonding. This was how Dalton and his successors opened up the subject to understanding, so why start chemistry courses with atomic structure? It is like opening up someone's personality by starting with the buttons on their clothes!

Oct. 19 - Oct. 31: "Switching students on to science - let's do it."

Tragedy at Lake Nyos, Cameroon: Involving introductory chemistry students in a multidisciplinary approach to investigating CO₂(g) budget and hazard mitigation
F. Michael Conway and Scott Donnelly
Department of Chemistry
Arizona Western College, Yuma, AZ 85366-0929 USA
aw_donnelly@awc.cc.az.us

Summary:
A chief complaint of introductory chemistry students at Arizona Western College and likely voiced at other institutions is that chemistry is too abstract and being thus does not relate well to the world around them. In order to make chemistry more relevant, and at the same time perhaps a bit more interesting for students, the authors (Mike Conway and Scott Donnelly) have developed an exercise involving the disciplines of chemistry, geology, and environmental engineering that showcases chemical concepts and their applications in a larger context. Specifically, the exercise focuses on the unique but deadly limnic eruption of Lake Nyos in Cameroon, Africa. Fundamental chemical concepts such as molar mass, density-temperature relationships, Henry's Law, and gas solubilities are integrated with physical volcanology, geochemistry, and natural hazard mitigation. The exercise, an example of what we call "big picture" science, has received very favorable comments from students.

Everyday Chemical Reactions: Promoting Interest and Learning Through Relevant Writing Assignments
Abby L. Parrill
Department of Chemistry
Michigan State University, East Lansing, MI 48824 USA

Summary:
Capturing the interest of students in required chemistry courses is a problem for which many solutions have been proposed and described. The solution proposed here is the use of a writing assignment on everyday chemical reactions. Students select their own organic reaction and apply concepts learned throughout the semester to understanding it. The assignment requires the synthesis of many concepts and has been quite challenging for students. During the course of three semesters the assignment has been modified to include incremental deadlines with feedback prior to the final paper deadline as a means to improve student learning and their papers. Considerable improvements, most notably at the low end of the grading scale, have been observed. Students have responded favorably to the assignment. Details of the assignment, student performance in the presence and absence of incremental deadlines, and student comments are available in the full text.

Science at the Millenium: A Moral and Societal Dilemma in Attracting Students to the Profession
C. A. Kingsbury
University of Nebraska-Lincoln, Lincoln, NE 68588-0304, USA
ckingsbu@unlinfo.unl.edu

Abstract:
This presentation is largely a group of personal impressions on the problem of attracting students to the profession of the sciences. It is based on what happened during visits to roughly 75 high schools/middle schools, conversations with teachers, students at all levels, and experiences in raising a family. Two new specters have risen, Scylla: the fact that environmental regulations are increasing yearly in number and restrictiveness; Charybdis: many of the newer safety protocols seem appropriate for heavy industry, not a laboratory setting The presentation explores the likely negative impact of these specters on recruiting students to science, in light of the current "youth culture." The attitudes and ideas of young people vis-a-vis the world, science, the environment and public policy are explored briefly, as well as certain aspects of secondary science education in the central US. The problem of attracting girls to science is considered. The major conclusion is that efforts to attract students to science are best made for grade school or early middle school students, and that the basics of environmental regulations and safety only should be given at this stage with an indication that these are "part of the business."

Attaining and Maintaining an Interest in Science Among Today's Youth: A Student's Perspective
David Caluori

Abstract:
Unlike most academic fields, science grabs the interest and attention of almost every young child. However, that interest seems to die out near a student's adolescent years. By utilizing a novel theory dubbed qualitative constructivism, as well as educating students on the lifestyles and applications science offers society, it is proposed that an adolescent interest in science can not only be maintained, but even possibly enhanced.

Fall'98 CONFCHEM: Switching Students on to Science
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