Teaching of chemistry

Foremost we hope - and believe - that chemoinformatics will become of increasing importance in the teaching of chemistry. The instruments and methods that are used in chemistry will continue to swamp us with data and we have to manage these data to increase our chemical knowledge. We have to understand more deeply, and exploit, the results of our experiments. Concomitantly, demands on the properties of the compounds that are produced by the chemical and pharmaceutical industries will continue to rise. We will need materials that are better we need them to be more selective, have fewer undesirable properties, able to be broken down easily in the environment without producing toxic by-products, and so on. This asks for more insight into the relationships between chemical structures and their properties. Furthermore, we have to plan and perform fewer and more efficient experiments. 

Johnstone, A. H. (2000). Teaching of chemistry Logical or psychological Chemical Education Research and Practice in Europe, 7(1), 9-15. 

Bennett, J., Holman, J. (2002). Context-based approaches to the teaching of chemistry What are they and what are their effects In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, J. H. Van Driel (Eds.), Chemical education Towards research-based practice (pp. 165-184). Dordrecht, the Netherlands Kluwer Aeademie Press. 

Instead of a theory to elucidate the important unsolved problems of chemistry, theoretical chemistry has become synonymous with what is also known as Quantum Chemistry. This discipline has patently failed to have any impact on the progress of mainstream chemistry. A new edition of the world s leading Physical Chemistry textbook [4] was published in the year that the Nobel prize was awarded to two quantum chemists, without mentioning either the subject of their work, nor the names of the laureates. Nevertheless, the teaching of chemistry, especially at the introductory level, continues in terms of handwaiving by reference to the same quantum chemistry, that never penetrates the surface of advanced quantum theory. 

See Bensaude-Vincent s analysis of Lavoisier s views on the need to reorganize the teaching of chemistry, including previously unpublished texts, in "A View of the Chemical Revolution through Contemporary Textbooks Lavoisier, Fourcroy and Chaptal," BJHS 23 (1990) 435460. 

Two teaching chairs in chemistry were installed at the Jardin du Roi in Paris during the seventeenth century, and the lectures of Nicolas Lemery and Nicolas Le Fevre became standard texts for the next fifty years. 54 The teaching of chemistry and pharmacy was widely practiced in eighteenth-century medical faculties, exemplified at a very high standard in the lectures of Hermann Boerhaave at Leiden, Bergmann at Uppsala, and Black at Edinburgh. 

In 1893, Charles Friedel sought to persuade his Sorbonne colleagues of the need to teach physical chemistry, saying that there are new theories and new needs in the teaching of chemistry each day "this is especially true for phenomena on the boundaries of chemistry and physics, and where considerations of the chemical molecule intervene, which appears to be, in a lot of cases at least, identifical with the physical molecule [my emphasis], "Rapport par Charles Friedel," 109110, in Pieces-annexes Proces-Verbaux de la Faculte des Sciences de Paris, dated June 1893. 

Quoted in D. Bettridge, "The Teaching of Chemistry in Victorian and Edwardian Times," RIC Reviews 3 (1970) 161176,on 170. Also see H. E. Roscoe, The Life and Experiences of Sir Henry Enfield Roscoe (London Macmillan, 1906). 

Bettridge, D. "The Teaching of Chemistry in Victorian and Edwardian Times." Royal Institute of Chemistry Reviews 3 (1970) 161176. 

Physical chemistry, as a separate subdiscipline of chemistry, grew out of the application of the methods of physics to chemical problems. Historically, it distinguished itself from the other subdisciplines of chemistry by its use of mathematics, by the precision with which measurements are performed, and by the emphasis on atomic and molecular processes under examination (/). At the same time as the discipline was developing, a reform of the teaching of chemistry was needed as a discussion of the systematic behavior of reactions was desired to prepare students to deal with the new ways in which material was being discussed. 

The teaching of chemistry has for too long been a process in which facts are transmitted from the notebook of the professor into the notebook of the student without going through the heads of either. 

We also introduce an issue which bedevilled the teaching of chemistry to women whether it should be academic chemistry to enable matriculating girls to take their place alongside men in university laboratories, or domestic chemistry that would be relevant to women s lives. We revisit the issue in Chap. 3 in the context of King s College of Household and Social Science and of Battersea Polytechnic. 

In the late 19th century, the chemistry departments of the constituent Colleges of the University of London had been involved in the discourse on the teaching of chemistry as a pure or applied subject, or somewhere in between.02 The antecedents of Imperial College (IC) certainly saw themselves as belonging to the applied camp. 

Anderson, R. G. W., The Playfair Collection and the Teaching of Chemistry at the University ofEdinburgh 1713-1858 (Edinburgh The Royal Scottish Museum, 1978). 

The purpose of this book is to promote the more efficient teaching of chemistry by modern methods. The choice and arrangement of subject-matter is based on the author s extended experience with students of varied ability. The book as a whole is the outcome of a desire to provide a course in chemistry which shall be a judicious combination of the inductive and deductive methods. 

For example, fevery boy now knows about atoms, and accepts them as part of his world—they are split in the atomic bomb and in the comic papers, they stare at him from advertisements. In this book I begin the teaching of chemistry by discussing the properties of substances in terms of atoms and molecules. The subject is then developed in as orderly a manner as has seemed possible at the present stage of chemical knowledge."... 

Modem Chemistry (1865). In fact, this textbook provided a brilliant summary of the emerging theory of chemical stmcture and strongly influenced the university teaching of chemistry. Hofmann became professor at the University of Bonn in 1864 and at the University of Berlin from 1865, and was a founder (1868) of the Deutsche Chemisette Gesellschaft and its journal Berichte . He studied further aniline chemistry and was the first to prepare, among others, rosaniline and its derivatives. 

It is possible to foster creativity, through chemistry, in children if we make use of scientific methods in teaching of chemistry. The important of such methods are problem solving method, project method, laboratory method etc. We can say that most chemists were creative because they relied on method of discovering new knowledge. For fostering creativity in children the chemistry teacher is expected the perform varied roles. He is expected to perform the following roles ... 

He is expected to make proper use of various audiovisual aids in teaching of chemistry. 

This method of teaching of chemistry is based upon the process of finding out the results by attacking a problem in a number of definite steps. It is possible to train the students in scientific method. In this method student is involved in finding out the answer to a given scientific problem and thus actually it is a type of discovery method. 

Many other authors in the field have taken up different approaches and some have given even 20 to 30 steps in the problem solving approach for teaching of chemistry. 

Summary Pattern recognition can combine teaching and learning situations with research design and is also helpful in taking industrial decisions. It is one of the most efficient methods in teaching of chemistry. 

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