ERIC Number: ED203937
Record Type: RIE
Publication Date: 1981-Mar-27
A Philosophy for Teaching Preparatory Chemistry.
While it is financially impossible to design a whole spectrum of preparatory chemistry courses to suit the varying backgrounds and needs of students entering an open-door institution, chemistry courses can be designed to meet three instructional needs shared by all students: mutual respect between the instructor and the students; implementation of methods to achieve realistic course objectives; and basic skills remediation. Instructors can foster good relations with students by balancing criticism with praise and striving to bolster students' self-esteem through patient encouragement. Instructors should avoid the temptation to cover all chemistry topics and should use individualized, non-threatening instructional methods to achieve realistic course goals. Such methods include informing students of specific learning objectives, encouraging them to organize materials by preparing a "legalized crib sheet" for use during exams, and providing for retesting on the sections of an exam with which students had trouble. Grade consciousness should be further diminished by convincing students of the importance of studying chemistry in today's world. Finally, remediation efforts should be centered around improving reading speed, reading comprehension, study habits, and mathematical skills. To assist in these efforts, instructors should direct students to remediation experts and emphasize a quantitative approach to laboratory exercises to apply math skills. (JP)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Two-Year College Chemistry Conference (Atlanta, GA, March 27-28, 1981).