Faculty Publications

Refocusing Outcome Expectations For Secondary And Postsecondary Chemistry Classrooms

Document Type

Article

Keywords

Curriculum, First-Year Undergraduate/General, High School/Introductory Chemistry, Problem Solving/Decision Making, Professional Development, Standards National/State

Journal/Book/Conference Title

Journal of Chemical Education

Volume

97

Issue

11

First Page

3919

Last Page

3922

Abstract

Secondary chemistry teachers are often concerned with and focused on specific content they need to cover to prepare students for college-level chemistry courses. Contrarily, postsecondary teachers, at times, question or criticize secondary chemistry courses because they feel their students come to college unprepared for their course. Citing research, chemistry student numbers, and course structure, we argue that the expectation of introductory secondary chemistry as a prerequisite course to prepare students for college chemistry is a misguided connection that does not foster successful student learning in either course. We ask instructors at all levels of chemistry to refocus their courses on serving all students in their class, rather than expecting a direct progression from high school to college chemistry.

Department

Department of Chemistry and Biochemistry

Original Publication Date

11-10-2020

DOI of published version

10.1021/acs.jchemed.0c00689

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

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