Enriching A Course In High School Chemistry With Articles .
Boston UniversityOpenBUhttp://open.bu.eduTheses & DissertationsDissertations and Theses (pre-1964)1948Enriching a course in high schoolchemistry with articles selectedfrom periodicalshttps://hdl.handle.net/2144/5911Boston University
Ed .il e.yv;c e. - , 'R-e e d J C, f ,",q re.Y BOSTON UNIVERSITYSCHOOL OF EDUCATIONSe.rv i - Masters PaperENRICHING A COURSE IN HIGH SCHOOL CHEMISTRYWITH ARTICLES SELECTED FROM PERIODICALS. IISubmitted by'II''IICarl Eugene Reed(B.S., Colby College, 1935)In partial fulfillment of requirements fortho degree of Master of Education(1948)d'IIIB0sfon Univors itySchool of Educationlibrary
READERS1. Royo.Billett, Professor of Education2. John G. Read, Associate Professor of Education
JlIIIIIICONTENTSIPage1.Introduction1A. Purpose of the Study1B. Status of Reading Lists in Chemistry1c.2Statement of the ProblemD. Scope of the Problem2E. The Methods Used31. The choice of functional topics32. The choice of periodicals33. The choice of articles42. Summary of Resear·chA. Establishing a Reading Program1. The values of extensive reading5552. The place of an extensive readingprogram in chemistryIIB. Sources of Material6I8IIII1. The choice of functional topics2. The choice of periodicals20I3. The choice of articles22II8I,,,,:\III,'III3. Bibliography of Articles2.3A. Concerning Acids, Bases, and Salts2:3 B. Concerning Agriculture24c.27Concerning Air and the Common Gases
3. Bibliography of Articles (continued}D. Concerning Foods and Nutrition29E. Concerning Fuels, Fire, Explosions, and Heat 1F. Concerning Health38G. Concerning Common Materials45H. Concerning the Structure of Matter51I. Concerning Metals54J. Concerning the Place of Chemistry58K. Concerning the Principles and Mechanicsof Chemistry63L. Concerning Textiles and Fibers66M. Concerning Water694. Conclusions71IA. Results of Study71B. Suggestions for Use of the Articles72IIIIIII
-i --· CHAPTER IINTRODUCTIONThe purpose of thisstud .-The purpose of this study isto provide one means of enriching a course in high schoolchemistry. More s;pecifically, the purpose is to discover andto assemble a variety of interesting and reada.b le artic]es. tobe uaed as. an adjunct to the teaching of high school chemistry.Ii1The aim is to selact the article's from recent periodicals and to organiz:e them as a briefly annotated bibliography.1The status of re.ading lists inchemistr .-An examin-a tion of textbooks and published articles on the. teaching ofchemistry reveals that no such lists appear to be avai]abla.Teachers and writers. in theof science: teachingfie dadvocate.· the use of supplementary reading, but the: published1lis.ts; of references. include only readings from other texts:,from technical journals, ·or from11populariz:ed 11 books: ons.ciance such as: Slosson 1 s "Creative Chemistry". Many teacher's:of other subjects use extensive, readings of newspapers andperiodicals as regular features of their teaching. programa.Some of these: readings; have proved valuable for years;. Thiss·tudy is. an a tte:mpt to assemble from available periodicalsa list of readings; valuable to students and teachers of.: ·. ·high school chemistry.-1- -- :' I
II11II I!Jl2Statement of the problem.- The problem involved in finding and assembling such a list may be resolved into fourII main parts:I!1. The selection of those topics in chemistry w.hichmay be considered most functional at the highIIIIIschool level.2. The selection of those periodicals to be used as asource of articles.3. The selection of the articles.4. The: assembling of a list of those articles, organizediIso that each article is related to one of the chosenItopics. IScope of the problem.- Several a-spects of the problemjl are eliminated because - of the linii ted a c ope of the problem.II There is no attempt to select readings in scientificII journals, books, or works of a high level of authority inli'the field of chemistry. It might even be said that thislist is on the level of "popular science", since the aim isto select very readable and inter es ting articles, r atherthan only those which are technically complete- and exhaustive:.There is no attempt to exclude articles, which, though theymay contain only little chemical science, devote considerables pa ce to economic, social, cultura l , physical, or estheticilIIimplications of some phase of chemistry. Finally, onlyII articles included in periodicals from January 1, 1943 toIj
r[I3December 31, 1947 have been examined. The many advancesmade in wartime and during the recovery period are productiveof many worthwhile articles which are up-to-date and quitecoincident with the period of reading experience of theaverag e high school student,The methods used.- The four parts of this study involvethe use of methods or mo difications of methods alreadyI',,IIestablished in other studies.ljThe choice of functional topics.- The list of functional topics in chemistry is consolidated from lists compiledby othe r writers. Main topics from each study were writtenon indi v idual cards. The cards were regrouped by placingal l closely rela ted topics togethe r . Duplicate car ds were, 11ma de for each topi c which was c losely related to more thanone group. Items not included from, at least half ofthe sources were eliminated. The others. were examined, group bygroup, for a common unifying item. This item w.as chosen aarepresenting the functional element in the group. Theseelements were then classified under larger ge·neral topics.The choice of periodicals. - The periodicals were chosenfrom lists available in two studies made to determine thethe interest and value of periodicals to secondary schoolstu dents. Then ten periodicals rating hi g hest with both boysand g irls were chosen from each list. The periodicals whichare primarily fictional in content were eliminated . Each ofli.!I
jiIIljIthose remaining was checked for availability in high II'II.,tl!jIJischoo libraries by referring to a study of the periodicalssubscribed to by those libraries. Five of the most commonlycirculated periodicals were then chosen.The choice of articles.- The choice of articles fromthese periodicals was then made by examining the table ofcontents of each issue from January 1, 1943 to December 31,IIIII1947 for articles of possible value. These tentativelyIIchosen articles were then examined individually from the'Iviewpoint of these previously established criteria. F irst,theIarticle must be closely related to one of the topics chosen)IIas being of probable functional value in chemistry. Second,(the article must be included in the table of contents of the,IIperiodical and be at least one page in length. Third, theIIarticle must be readable, containing relatively littleIcomplex technical matter.The list of articles was prepared by using the nurabersIIof the chosen topics to key each article. The rticleswerethen rearranged in a list so that each is listed under thetopic to which it is closely related.!IIII'IIl1.II'.t - ---. --- - --- -- -::::::--
CHAPTER IISUMMARY OF RESEARCHEstablishing a. ReadingProgr mThe values of e4tensive reading.- For many years theteaching of chemistry was confined to the intensive, rea.dingand interpretation of a. single textbook. Even now it is arecognized fact that many chemi .a t.r.y teachers a:re settingta.sks emphasizing the accumul.a.tion and retention of factualmaterial. from a single text.Jl Such teaching is quitecontrary to the more recent trenda toward liberaliz;ing the:curriculum and toward chang ing the methods of teaching tomeet the demands of a constantly changing and increa.S'inglycomp ex society.2/In any of the methods of teaching chemistry advocatedby leading educators and practiced by the best teachers, itIis evident that the principal emphaais is upon the nature!and needs of the individual rather than upon the a ssimilationIof facts, concepts, generalizations, and principles forItheir ovm sakes. These methods emphasize a closer and aII:Ibroader contact of the individual with hia environment and,!IITNa.tional Society for the Study of Education. Committee ontha Teaching ·o f Science, Science Education in AmericanSchools, Forty-sixth Yearbook, Part I, University of ChicagoPress. Chicag o, 1947, p. 48, 201.yIbid, p. 137-150.-5-III
6according toBillett, /with the direct and theexperience of the race. Severalauthoritative vic riouawriters haveindicate d that such contact may be gained, in part, by an1extensive reading program. Waples,Bere son,and Bradshawhave t hi s to say. /Through reading the individual may extend his:secondary relationshi ps with the environment; and theymay do as: much to condition him, to make him what he is.,as do his primary relationships.This view is further supported by Bond and Bond:Q/Just as the life experiences of the individual.add to his background, so do his reading experiences.Wide reading is recognized to be one of the: foremos.tavenues through which t he background of tha individua]Lcan be enhanced or enlarged.The place of an extensive reading program in chemistry.Objective: evidence more pertinent to this. study is furnishedby Rice1/ who used 2500 pupils who were studying science inthree Pennsylvania high schools. His experiment coveredfour years using control. and experimen tal sections in eachsch ool. His conclusions state., in part, that extensive Roy o. Billett, Fundamentals. of Secondary School Teacr.ing.Houghton Mifflin Co. Boston, 1940, p. 161-163.yy Dougla.s Waples, Bernard Berelson, and Franklyn R.Bradshaw, What Reading Does to People, Univer·sity of ChicagQ;Pre·ss. Chicago, l940, p. 3.0-31. Guy L. Bond and Eva Bond, Developmental Reading in HighSchools. The Macmillan Co. New York, 1941, p. 117.,,. 1 /R. S. Rice, 11 Extens.i ve Reading vst. Intensive TextbookStudy", Third Digest of Inves.tiga tion in the Teachin ofScience, F, D, Curtis, Blakiston Co. Philadelphia, 1 39,p. 228-259.
7reading of scientific materials is. a s:ignificantly effectivemethod of acquiring a knowledge of scient.ific facts, thatmany pupils prefer extensive reading to intensive textbookstudy, and tha.t pupils doing ex.tensi ve reading learn· additional scientific facts: which are not learned by thepupils doing intensive study.From this evidence it seems reasonable that there bea trend away from the almost exclusive practice of intensivereading assignments and toward the increased use of11\i 1axtensive reading. Two more factors: fa.v or· such a trend.Firat, there ia the necessity of providing more thoughtfuJ!.l:YJf or individual differences. l/ Since it ia a recognized factthat individuals differ quite widely in abilitiea, aptitudes,!IiJinterests, and experiences it i s obvious that one reading1,in one chemistry tex t c8lnnot satis.fy all individual needa . YI It1s:eems mora soun d psychologically to provide manychoic s;Ithat are centered around a central theme. Second , there is,,li the worthwhile objective of guiding and stimulating an.1i! interest in reading chemistry, both as an aid to effectiveII'I study and to the better use of Jleisure time.liilThough this trend toward the increased use of extensiveI·'IIIyW. H. Burton, The Guidance of Learning Activities. D.Century Co. New York , 1944, p. 531-532.,1 App eton2/ Roy o. Billett, Provisions for Individua Differences,: 'Marking and Promotion. National Survey of SecondaryEducation, Bulletin, 1932, No. 17, Monograph No . 13,p. 142-147.1:
8reading seems practiced more in English and t h e socialstudies, it is now s preading to all science subjects. This.trend was indicated by Beauchamp!/ in a study of practicesII\.IIconsidered to be innovating in improving instruction inscience. It is no w included in the principles to be followedin choos i n g course materials for chemistry as advocated bythe National Society for the Study ofEducation. /With acon.tinually more complex society developing , it is important ,1for t h e individual to do more extensive reading in orderto kee p up with the scientific advances that are close and.imp ortant tohim. /I!IIIIIIISources of Ma.t erialIJThe ch oice of functional topics.- The literature on theJ1choice of functional topics for a course in high schoolI'chernistry is meager. In fact there seems to be no list of any IIsort of topics wh ich have been completely validated for such Ia course. Several analyses have been made of chap ter he a dingsII·of texts and groups of texts, but t h ese indicate only thecontent of the course or the te n dencies in the change ofcontent.yW. L. Beauchamp, Instruction in Sci§nce, National Surveyof Secondary Education, Bulletin, 1932, No. 17, MonographNo. 22. p.62-63.,Vg/ op. cit. p.5, p.l99-202.I ibid.p. 13, 17, 18.IIt11II -
III,,IT9I·'I,,A stu dy c.ompleted byGillson /in 1937 furnishes someevidence of topics which may be functional in a high schoolIIIIchemistry coursa. She analyzed chemistry texts for theirimportant topics and then assembled them for rating in aquestionnaire wh ich was sent to two groups for ratings.The General Group consisted of 400 people contacted in avariety of ways .; and representing many occupa tiona in manystates;. The Special Group consisted of people who hadcompleted a course in high school chemistry and who hadg one on to college or professional life. More evidence offunct i onality was sought from a letter to a t h ird group andalso from a survey of an essay contest.The items most functional for members of the GeneralGroup were;1. The realization that new data may change one'sidea of truth.2. The habit of basing conclusions. on da ta , not opinionor pre judice.3. The habit of securing accurate data for thesolution of problems.4. The habit of analyzing problems before reachingconclusions.5. Some knowledge of the uses of some of the commonelement s.6. Knowledge of what impurities may be present in waterand methods of
a tion of textbooks and published articles on the. teaching of chemistry reveals that no such lists appear to be avai]abla. Teachers and writers. in the fie d of science: teaching advocate.· the use of supplementary reading, but the: published 1 lis.ts; of references. include only readings from other texts:, from technical journals, ·or from 11 populariz:ed11 books: on s.ciance such as .
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