Secondary education laboratories

Gilbert Stork (1921-1 was born on Mew Year s eve in Brussels, Belgium. He received his secondary education in France, his undergraduate degree atthe University of Florida, and his Ph.D. with Samuel McElvain atthe University of Wisconsin in 1945. Following s period on the faculty at Harvard University, he has been professor of chemistry at Columbia University since 1953. A world leader in the development of organic synthesis. Stork has devised many useful new synthetic procedures and has accomplished the laboratory synthesis of many complex molecules. 

Schaumburg School District 54, Schaumburg, IL Michelle Smith, Publications Director, Office of Elementary and Secondary Education, Smithsonian Institution, Washington, DC Susan Sprague, Director of Science and Social Studies, Mesa Public Schools, Mesa, AZ Arthur Sussman, Director, Far West Regional Consortium for Science and Mathematics, Far West Laboratory, San Francisco, CA Emma Walton, Program Director,... 

Martin J. Goedhart is currently Associate Professor in chemical education at the Amsterdam Mathematics, Science and Technology Education Laboratory (AMSTEL) of the Uitiversity of Amsterdam, the Netherlands. He has experience in teaching chemistry in vocational schools and at universities. He is presently involved in the traiiting of chemistry teachers and in research in science education. His research work is maiitiy directed to conceptual development in chentistry, both at the upper secondary and the university levels. 

Academic drift is also to be found in the evolution of research for the lUT teaching personnel. As mentioned earlier, the lUT staff with a university status conducted their research in university labs, a state of things which still prevails. However, today a greater number of academics carry out their research in the 160 lUT-based laboratories. This research focuses mostly on pluridisciplinary, academic and applied subjects. Even though this has not had much impact on their professional promotion, it has at least facilitated their working conditions. As for secondary education personnel, their access to research being recognized, they now enjoy the... 

Dr. Seymour s personal qualities are not confined to the formal classroom, it is found in the research laboratory, in the industrial laboratory, in the continuing education of professional chemists and secondary chemistry teachers, in presenting chemical education through radio and television programs, and in his participation in educational activities of the ACS and other professional organizations (such as American Institute of Chemists, American Institute of Chemical Engineers since 1945,... 

In a senior secondary school the arrangements are made to provide education in chemistry as elective subjects in addition to teaching of general science. In senior secondary school a provision has to be made for a chemistry laboratory. The laboratory in senior... 

Whilst models and modelling bring history and philosophy of chemistry together, the construction and testing of these takes place in the laboratory. This provides the justification for Chapter 4, which focuses on laboratory work in general in chemical education. Research into the historical evolution of laboratory work at both secondary and tertiary level is reviewed. It is concluded that, because the purposes for laboratory work have historically been ill-defined, research into its effectiveness has inevitably been inconclusive. Two alternatives from this conclusion are discussed that laboratory work in chemical education should be abandoned as an historical anachronism that it should be reformed. Following the more positive line. 

Charles Eliot went on to become the president of Harvard University, and in 1892 he chaired a commission on educational reform which has had a lasting impact, for better or worse, on American education. This commission, known today as the Committee of Ten, was appointed by the National Education Association and was charged with codifying university entrance requirements so that secondary curricula in turn could be made more uniform (which in turn implies simplification). Two of the recommendations in the Committee s final report bear on the importance of laboratory work. First, the Committee recommended that approximately one-fifth of a student s total time in secondary school would be devoted to the study of science, which included biologically related studies under the rubric of natural history. Second, the Committee recommended that fully one-half of the science course work be laboratory work because of their belief that efforts made by the students in the laboratory were the best means of instruction. 

---