Strengthening High School Chemistry Education Through Teacher Outreach Programs A Workshop Summary to the Chemical Sciences Roundtable (2009) / Chapter Skim
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3 The High School Chemistry Teacher: Status and Outlook
3 The High School Chemistry Teacher: Status and Outlook
Pages 9-17
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From page 9... ...
A major challenge for high school chemistry teachers is connecting the subject to everyday experiences, and professional development that focuses on this linkage can be especially valuable. High school teachers can have a tremendous impact on Yet how can anyone know that this kind of anecdotal students' interest and performance in the sciences.
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From page 10... ...
cent of graduate students reported developing their interest The second is Project FICSS -- Factors Influencing College in high school, and 18 percent of scientists and 21 percent Science Success -- a national survey of introductory college of graduate students reported developing their interest in science students in biology, chemistry, and physics in which college (Figure 3.2)
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From page 11... ...
The reason seems to be that high school chemistry courses on college performance in nuclear reactions are among the last topics covered in the chemistry classes. Although many billions of dollars have high school chemistry curriculum, which means that teachers been spent on instructional technologies in high schools, have to be speeding through the material to get to it, accord- students who use these technologies frequently in their ing to Tai.
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From page 12... ...
According to data gathered More than half of chemistry teachers say that they need in 2000, slightly more than half of all high school chemistry help in using technology in science instruction, teaching teachers in the United States are female, 91 percent are white, classes with special needs students, and using inquiry-oriroughly half have a master's degree, and approximately one ented teaching methods. Between one-third and one-half of third may be reaching retirement in the next 10 years. The teachers report needing help in understanding student thinkdata may be somewhat old, said Gerry Wheeler, executive ing in science, learning how to assess student learning in scidirector of the National Science Teachers Association, but ence, and deepening their own science content knowledge.
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From page 13... ...
Undergraduate science education will have to change, and SOURCE: Council of Chief State School Officers.
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"most chemistry teachers do not have supply budgets," Allen Instead, the National Science Teachers Association (NSTA) observed.
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From page 15... ...
The movement toward ON THE FRONT LINES Science for All has been implemented very differently in High school chemistry teachers generally enter the pro- the State of Virginia. In Fairfax County, most students take fession in one of three ways, said Caryn Galatis, who has four science credits in three different science areas, so most been teaching in the Fairfax County public school system college-bound students take biology, chemistry, and physin the Virginia suburbs of Washington, DC for more than 30 ics.
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From page 16... ...
quence, chemistry teaching is not a focus of the school's pro Even though he now teaches in a very different environ- fessional development activities. Yet the chemistry teachers ment than before, "there still seems to be an issue of getting feel that they need professional development opportunities, the financial resources you need to do things for the caliber whether from the school, the district, or elsewhere.
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From page 17... ...
"For new aspiring that are needed for students to understand concepts. "One of teachers, if you want to keep them in the classroom, profes- the biggest problems with chemistry teachers who actually sional development that would help them get through that have the content is that they never struggled with learning first year would be a crucial step." chemistry.
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