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  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > November  >
In the Classroom
Secondary School Chemistry
Chemistry, the Terminal Science? The Impact of the High School Science Order on the Development of U.S. Chemistry Education
Keith Sheppard
Teachers College, Columbia University, New York, NY 10027

Dennis M. Robbins
Borough of Manhattan Community College, New York, NY 10009

Cover
November 2006
Vol. 83 No. 11
p. 1617
Abstract
This is a follow-up to a previous article about the historical development of the biology–chemistry–physics order of science courses in U.S. high schools. The ideas and influences behind the development of the order and some of the original arguments about the grade placement of chemistry are presented. The influence of a leading chemistry educator, Alexander Smith, is highlighted especially his support for a "physics first—chemistry last" order and its subsequent impact on the development of U.S. chemistry education. The article calls for more active engagement of the chemistry education community in the present debate about the high school science order.
More Information
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Citation
Sheppard, Keith; Robbins, Dennis M. J. Chem. Educ. 2006 83 1617.
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Keywords
Curriculum; High School / Introductory Chemistry; History / Philosophy; Learning Theories; Student-Centered Learning
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History
Created:
Last Updated:
9/19/2006
9/20/2006
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