Search

This article presents a study on facts and concepts of chemistry which might be important for understanding introductory high school biology. The curriculum materials analyzed were either specifically intended for the introductory high school biology course or have had widespread acceptance and use by teachers of such courses. Included in the analyses were textbooks, workbook-laboratory manuals, curriculum guides, films, and professional methods and materials in the teaching of biology. Each fact or concept of chemistry dealt with one or more of the following: the structure, composition, or properties of chemical substances; a change which alters the identity of a chemical substance; the causes or processes which bring about the changes; and energy changes which accompany physical or chemical changes.

The article discusses the value of science fairs to student exhibitors in the U.S. Clearly, science fairs are justified only if they make a real contribution to the participating students, to the school program, and to the public who support them. A little number of research studies have been reported which are related to the impact of science fairs on student exhibitors. By winning at a regional science fair gives the student the privilege of exhibiting the project at the state science fair and gives the school the right to send as many additional exhibitors to the state science fair.

The article discusses the issues involving the contribution of high school chemistry to the study of collegiate-level chemistry. According to a study examining published research of the past thirty years in the teaching of college chemistry, high school chemistry was considered to be of value to the prospective college chemistry student. The study also reveals that the value of high school chemistry for the study of college chemistry depends on whether the student has also taken other high school subjects.