User:Thecreativechemist/Chemistry education

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Curriculum

The most common method of teaching chemistry is lecture with a laboratory component. Laboratory courses became a central part of the chemistry curriculum towards the end of the 19th century. The German scientist Justus von Liebig plays a major role in shifting the model of lecture with demonstrations to one that includes a laboratory component. One of the first chemists to conduct a laboratory, Liebig's methodology in Germany became widespread in the United States due to the efforts of Eben Horsford and Charles W. Eliot. After working in Liebig's laboratory, Horsford returned to the United States and helped establish the Lawrence Scientific School at Harvard University. The school was modeled after Liebig's methodology and established the first chemistry laboratory course. Two years later, Charles W. Eliot volunteered at the laboratory and eventually became in charge of the laboratory. Eliot was later elected as Harvard's president in 1869, and served other powerful roles in education, allowing him to influence the widespread adoption of laboratory methods. Today, the American Chemical Society on Professional Training requires students to gain 400 hours of laboratory experience, outside of introductory chemistry, to get a bachelor's degree. Similarly, the Royal Society of Chemistry requires students to gain 300 hours of laboratory experience to get a bachelor's degree.

However, since the twenty-first century, the role of laboratory courses in the chemistry curriculum has been questioned in major journals. The main argument against laboratory courses is that there is little evidence for their impact on student learning. Researchers are asking questions such as "why do we have laboratory work in the curriculum? What is distinctive about laboratory work that cannot be met elsewhere in the curriculum?" Researchers are asking for evidence that the investment of space, time, and resources in chemistry laboratories provides value to student learning.

Importance of Chemistry Education

Chemistry education is important because the field of chemistry is fundamental to our world. The universe is subject to the laws of chemistry, while human beings depend on the orderly progress of chemical reactions within their bodies. Described as the central science, chemistry connects physical sciences with the life sciences and applied sciences. Chemistry has applications in food, medicine, industry, the environment, and other areas. Learning chemistry allows students to learn about the scientific method and gain skills in critical thinking, deductive reasoning, problem-solving, and communication. Teaching chemistry to students at a young age can increase student interest in STEM careers. Chemistry also provides students with many transferrable skills that can be applied to any career.

Degrees offered in Chemistry

The U.S offers chemistry education degrees at the undergraduate and graduate level. The following degrees are offered:


 * Bachelor of Science in Chemistry Education
 * Master of Science in Chemistry Education
 * PhD in Chemical Education

Additionally, colleges and universities offer chemistry degrees with a specialization in chemistry education. Some examples are:


 * Bachelor of Science in Chemistry with Specialization in Chemical Education - University of Virginia
 * Masters of Art in Chemistry with an Emphasis in Chemical Education - University of California Santa Barbara

Undergraduate students who are interested in chemistry can major in the following areas:


 * Chemistry
 * Chemical engineering
 * Biochemistry
 * Environmental Chemistry
 * Analytical chemistry
 * Forensic Chemistry

Systems Thinking Approach

The Systems Thinking Into Chemistry Education (STICE) project proposes a systems thinking approach for (post)-secondary education in general chemistry education. Science education has largely relied on a reductionist approach. A reductionist approach studies complex topics as the sum of its parts. "While the reductionist approach has resulted in a significant increase in our knowledge of the natural world and in great technological advances, it is not sufficient for addressing global world challenges, such as sustainability, pollution, climate change, and poverty." Due to the limitations of a reductionist approach, researchers are suggesting a complementary systems thinking approach in chemistry education. Systems thinking is an approach to learn concepts from a holistic perspectives. Research suggests that "we need future chemists to be able to think holistically and systematically about chemistry in order to maximize resource efficiency while minimizing hazards and pollution. We also need citizens who can make evidence-based decisions about science-related policy and about how they will interact in and with the planet."

 Small Edits: 


 * add link to science education wikipedia page

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