Presents examples of chemical education research that illustrate changes in focus, method, and direction over the past 50 years. Contains more than 50 references. (WRM)

Presents short articles on: recycling disposable plastics for laboratory use; an inexpensive source of atomic and molecular models; a simplified Boyle's Law demonstration; and a lab demonstrating energy transformation. (MLH)

Teachers are often careless with words. This can lead to confused ideas and time spent in unlearning. (BB)

Reports the results of a survey of university faculty, graduate and undergraduate students, and secondary school science teachers concerning the meanings of common chemical reaction terms. Some disagreement was noted. (CP)

Reviews Piagetian concepts, the identification of student cognitive level of development, and chemistry instruction. (SL)

Discusses the need to instill in students reasons to justify learning chemistry. (SL)

Lists the sponsors and committee members for this conference on participant-paced programming in chemical education and provides general remarks about the conference from both the General Chairman and Report Coordinator. (MLH)

Presents four rebuttals to a suggestion that oxidation and reduction be defined in terms of increasing and decreasing oxidation numbers rather than as a gain or loss of electrons. (MLH)

Because thermodynamics is usually presented in a highly mathematical context, many students fail to comprehend even its intuitive aspects. Provides simple explanations, without complicated mathematics, for the three thermodynamics laws. (MLH)

Indicates that in explaining redox reactions the definition of oxidation and reduction should be in terms of oxidation number, not electron transfer. Presents reasons and examples for this approach. (GS)

Attributes learning difficulties in introductory chemistry to the thesis that many students have not reached the formal operations level of intellectual development. Cites instances to support this thesis, outlines an instructional procedure to overcome the difficulty, and presents a list of competencies that can be expected of these students. (GS)

Examines the task of adding historical perspective to the structure of chemistry while teaching the basic chemical knowledge associated with a high school course. Suggested instructional methods include a biographical approach with a newspaper article format, a storytelling technique, and a detective approach. (GS)

Suggests that academic departments reshape the intellectual climate for chemistry education as one way to ensure the future of chemistry. Current practices in chemistry and possible benefits which may result if the system is modified are examined. These benefits include better public support and understanding of chemistry. (JN)

Presents research findings about textbook construction and how they should influence the development of chemistry texts. Discusses learning as a constructive process, the importance of interpreting symbolic representations, and the creation of structure by the learner. Advocates publisher responsibility for incorporating results of research when…

Briefly compares/contrasts two learning theories. Purpose of the first is to inform while the second seeks to lead students to adjust understandings held about a field and/or a concept. Each theory is then related to the purpose of education, suggesting that the second is comparable with recent work in cognitive psychology. (JN)