Task Force on Chemical Education

Task Force on Chemical Education Research. J. Chem. Educ., 1994, 77, 850-852. 

Bunce, D. Gabel, D. Herron, J. D. Jones, L. Report of the Task Force on Chemical Education Research of the American Chemical Society Division of Chemical Education J. Chem. Educ. 1994, 71,850. 

There are numerous ways in which the scholarship of education can be defined. In 1990, Ernest L. Boyer s report Scholarship Reconsidered Priorities of the Professoriate by ftie Carnegie Foundation for the Advancement of Teaching (/) provided an expanded view of what was defined as scholarship. This report was further interpreted with respect to chemistry education research in a document by the Task Force on Chemical Education Research of the ACS Division of Chemical Education (2). In particular, Boyer s report provided for scholarship to be defined along four dimensions discovery, teaching, integration and application (Table I). 

The issue of transferability highlights an importance difference between chemistry research at the bench and chemistry research conducted about student learning as described in a report by the ACS Division of Chemical Education s Task Force on Chemistry Education Research ... 

The activities of the Working Parties cover corrosion topics associated with inhibition, education, reinforcement in concrete, microbial effects, hot gases and combustion productions, environment sensitive fracture, marine environments, refineries, surface science, physico-chemical methods of measurement, the nuclear industry, the automotive industry, computer based information systems, coatings, tribo-corrosion and the oil and gas industry. Working Parties and Task Forces on other topics are established as required. 

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