SCIENCE teachers, TEACHER training, CHEMISTRY education, HIGH schools, OCCUPATIONAL training, SECONDARY education, EFFECTIVE teaching, HIGH school students, and EDUCATION research
The article discusses studies about developments in professional training of science teachers in high schools in the U.S. A chemistry teacher should have as a minimum, college courses in general inorganic chemistry, organic chemistry, qualitative analysis, quantitative analysis and physical chemistry. Organic chemistry is studied because of the basic principles and general information involved and the important role organic substances play in modern life. One of the conclusions reached by the Committee on Preparation of High School Chemistry teachers is that more extensive training and other sciences is urgently needed in many cases and these needs should be met either by decreasing the requirements in educational course, by increasing the number of credits required for graduation.
Journal of College Science Teaching; Jan/Feb2010, Vol. 39 Issue 3, p56-60, 5p
CURCUMA, CHEMISTRY education, CHEMISTRY experiments, ORGANIC chemistry, and TAUTOMERISM
The article presents a case study which centers on the chemistry of curcumin. One of the objectives of the case was to examine the main concepts in organic chemistry, which include keto-enol tautomerization, resonance theory, antioxidant chemistry, organic acids and bases, and metal chelation. For the study, students were grouped into five or six. It was found that several students had difficulty creating different resonance structures.
RADIOCHEMISTRY, RADIOACTIVE substances, NUCLEAR engineering, NUCLEAR science, and CHEMISTRY education
Given the mismatch between supply of and demand for nuclear scientists, education in nuclear and radiochemistry has become a serious concern. The Nuclear and Radiochemistry in Chemistry Education (NRIChEd) Curriculum Project was undertaken to reintroduce the topics normally covered in a one-semester radiochemistry course into the traditional courses of a four-year chemistry major: general chemistry, organic chemistry, quantitative and instrumental analysis, and physical chemistry. NRIChEd uses a three-pronged approach that incorporates radiochemistry topics when related topics in the basic courses are covered, presents special topics of general interest as a vehicle for teaching nuclear and radiochemistry alongside traditional chemistry, and incorporates the use of non-licensed amounts of radioactive substances in demonstrations and student laboratory experiments. This approach seeks not only to reestablish nuclear science in the chemistry curriculum, but to use it as a tool for elucidating fundamental and applied aspects of chemistry as well. Moreover, because of its relevance in many academic areas, nuclear science enriches the chemistry curriculum by encouraging interdisciplinary thinking and problem solving. [ABSTRACT FROM AUTHOR]