This study compared three one-year courses in high school chemistry. One of these, entitled Modern Chemistry, represents the "traditional" precollegiate chemistry course. The others are the Chemical Bond Approach (CBA) and the Chemical Education Material Study (CHEM Study). These are the two major revisions in high school chemistry which emerged…

The outcomes of 1333 students enrolled in Chemical Educational Materials Study (CHEMS), Chemical Bond Approach (CBA), and a traditional chemistry course were compared on the basis of grade and ability level. For the total group, students taking CHEMS and CBA performed significantly better on the American Chemical Society Cooperative Examination in…

The field of inquiry into how atoms are bonded together to form molecules and solids crosses the borderlines between physics and chemistry encompassing methods characteristic of both sciences. At one extreme, the inquiry is pursued with care and rigor into the simplest cases; at the other extreme, suggestions derived from the more careful inquiry…

Parts I and II of the students' guide to the three-year integrated biology, chemistry, and physics course being prepared by the Portland Project Committee are contained in this guide. A committee reviewed and selected material developed by the national course improvement groups--Physical Science Study Committee, Chemical Bond Approach, Chemical…

Compared, for selected outcomes, were integrated chemistry-physics courses with chemistry and physics courses taught separately. Three classes studying integrated Physical Science Study Committee (PSSC)-Chemical Bond Approach (CBA), and three classes studying integrated Physical Science Study Committee-Chemical Education Materials Study (CHEMS)…

Grade 10 students using the Chemical Bond Approach (CBA) materials in a typical classroom setting with large group instruction were compared with students in an "individualized" class using a laboratory-centered, self-paced approach. Both groups were initially comparable with respect to grade nine scores on the "Iowa Test of…

The continuation of a paper discussing chemical bonding from a bond energy viewpoint, with a number of examples of single and multiple bonds. (Part I appeared in volume 1 number 3, pages 16-23, February 1972.) (AL)

Chemistry is a difficult subject for students to understand because its core concepts--atoms, molecules, and chemical bonds--cannot be directly observed. Students primarily learn chemistry through their senses and do not distinguish between explanations at different conceptual levels. In order to master chemistry, students must develop an…

Recent progress in elucidating chemical reactions allows to explain chemistry by the potential energy of the involved chemical structures. Nevertheless, from an educational point of view, empirical results indicate that students often do not connect the core idea of energy with other chemical concepts. From a resource-oriented perspective,…

PRESENTED IS AN EXPLANATION OF WHY CURRICULUM REVISION IN THE SCIENCES IS NECESSARY AND CHANGES THAT HAVE RESULTED IN BIOLOGY, CHEMISTRY, PHYSICS, AND EARTH SCIENCE EDUCATION. ALSO DISCUSSED ARE CHANGES IN TEACHER EDUCATION. SEVERAL PERTINENT QUESTIONS ABOUT THE NEW SCIENCE PROGRAMS ARE RAISED. SOME OF THE TOPICS DISCUSSED ARE--(1) THE BASES FOR…

An introduction to the noble gases and chemical bonding via Lewis theory and the octet rule are common inclusions in secondary school curricula. However, the usual approach may lead to misconceptions and difficulties when valence bond (VB) theory and valence shell electron pair repulsion (VSEPR) theory are taught at a later pre-university stage.…

Included in this proceedings are: (1) letters to conferees; (2) conference chairpersons; (3) symposia listing; (4) chemical demonstrations, listing and abstracts; (5) "birds-of-a-feather" sessions, listing and abstracts (informal sessions providing an opportunities for people with similar interests to meet); (6) workshop listings; (7)…

Chemical bonding is discussed from a bond energy, rather than a wave mechanics, viewpoint. This approach is considered to be more suitable for the average student. (The second part of the article will appear in a later issue of the journal.) (AL)

ASSESSED WERE COGNITIVE DIFFERENCES BETWEEN HIGH SCHOOL STUDENTS WHO WERE TAUGHT CONVENTIONAL CHEMISTRY AND THOSE WHO WERE TAUGHT CHEMICAL BOND APPROACH (CBA). FOUR COGNITIVE PREFERENCES WERE CHOSEN FOR STUDY--(1) RECALL OF FACTS AND TERMS, (2) PRACTICAL APPLICATIONS, (3) CRITICAL QUESTIONING OF INFORMATION, AND (4) IDENTIFICATION OF A FUNDAMENTAL…

This study was initiated based on the premise that it would yield relevant data that could be used in evaluating research to give directions for future studies. The author developed a Role Survey Instrument to measure the degree of impact that certain factors pertinent to the study had on the researchers and on the cooperating chemistry teachers…