Refocusing Outcome Expectations for Secondary and Postsecondary Chemistry Classrooms
Curriculum, First-Year Undergraduate/General, High School/Introductory Chemistry, Problem Solving/Decision Making, Professional Development, Standards National/State
Journal of Chemical Education
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 of Chemistry and Biochemistry
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Boesdorfer, Sarah B. and Del Carlo, Dawn I., "Refocusing Outcome Expectations for Secondary and Postsecondary Chemistry Classrooms" (2020). Faculty Publications. 239.