University of Southern California Dissertations and Theses

Chemistry in the intermediate grades

(USC Thesis Other)

Chemistry in the intermediate grades

PDF

Download

Open document

Flip pages

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content CHEMISTRY IN THE INTERMEDIATE GRilDES
A Project
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
o^ the Requirements for the Degree
•'Master of Science in Education
by
Ronald Harry Gates
August 1957
Ed '5Q &P-S9
This project report, written under the direction
of the candidate’s adviser and approved hy him,
has been presented to and accepted by the faculty
of the School of Education in partial fulfillm ent
of the requirements fo r the degree of M aster of
Science in Education.
A dvisert
Dean
TABLE OF CONTENTS
CHAPTER PAGE j
i
i
I. THE PROBLEM AND DEFINITIONS OF TERMS USED . . . l!
I
1
The problem..................................... 1 |
i
Statement of the problem..................... 1
! !
j Importance of the study....................... 1
| Definition of terms u s e d 2 1
| ;
i Chemistry ................................... 2
Intermediate grades ...................... 2'
I
I Curriculum................................... 3 I
! !
Formula.............................. 3 !
j Symbol ........................................ 3
1
Equation . ............................ 3
Learnings.................................. 3
Justification of the problem............... L j _ |
1
j Scope of the problem ............. |
1 j
j Statement of the method and procedure .... 5 !
' i
1 ;
' Organization of the remainder of the project. 5'
j XI. REVIEW OF THE LITERATURE...................... 7!
f
! Literature on the social learnings ......... 7
Literature on Academic learnings ...... 91
( !
Limitations of the previotis studies. 101
III. ACADEMIC LEARNINGS ............................ 11
i
Appreciation of chemistry............ 11 j
i
Chemical terms ........................ xLp I
i i i
CHAPTER PAGE
Simple chemical reactions • ••••••••• 15
IV. SOCIAL LEARNINGS .............................. l8
Curiosity.................................. • l8
Problem solving ••••• ................... 19
Scientific attitude .......................... 22
Participation .............* .............. 23
V. ENVIRONMENTAL FACTORS.......................... 25
Chemical materials ................. 25
Literature for chemistry................... 27
Bulletin Boards ........................... 28
Evaluation..................................
VI. SUMMARY.............................. 33
BIBLIOGRAPHY........................................ 35
CHAPTER I
I
i
THE PROBLEM AND DEFINITIONS OF TERMS USED
I. THE PROBLEM
<
I
Statement of the problem* The purpose of this
i
project was (1) to ascertain which learnings would be most i
practical in chemistry for the intermediate grades; (2) to
define the social learnings that could be developed through
an intermediate chemistry program.; and (3) to establish
jwhat type of environment would enhance such a program to
; i
|enable the most fruitful degree of education. |
}
i I
1 1
Importance of the study. Chemistry has been |
l
recognized as an important high school and college subject |
i
for the last half century, ana yet there has been little !
i !
|background study In the elementary grades. As a result of j
I
jthe students1 lack of preparation, they have undertaken j
i
I
jcourses in chemistry with a certain fear and sense of
I difficulty. Other students have completely shied away from!
I i :
jthe course. A definite need has arisen to have these !
I !
'fears overcome. !
1 ' 1
| Another Important reason for encouraging children to|
1 1
!become interested in chemistry has been the enormous demand!
I i
1_____________ i
I
! -^National Society for the Study of Education, Science:
;Education in American Schools, Forty-sixth Yearbook, Part j
j I (Chicago; University of Chicago Press, 191-1-7) > P« l j -5*__ I
for scientists in both war- and peace-time industry to
continue research. The fields of plastics and atomic
energy have been just two of the new areas requiring many
\
f
skilled in the knowledge of chemistry. Consequently it has|
i
become necessary to investigate what means might be j
!
employed to provide the needed chemists. j
II. DEFINITION OF TERMS USED j
!
j Chemistry. Chemistry has been defined for the j
jpurposes of this study to mean that branch of science whichj
I j
:is concerned with the elements and their Interaction in j
' j
|forming new substances. Likewise, the reverse actions have'
* j
I been considered implicit in the definition. Since all j
L
Imaterial is composed of elements, chemistry has been |
(considered an inclusive term in relation to material J
j I
(substance. Since energy, heat, and light are non-material,!
' |
i they are not a part of chemistry even though they are often;
!resultant therefrom. j
■ 1 i
i
Intermediate grades. Throughout the course of this
i
j study, the term ^intermediate grades” has been employed to
i :
Imean those classes in the public school system commonly |
! ' I
jclassified as grade four, grade five, and grade six. The j
i i
i I
j -
I 2J. R. Steelman (chairman), Manpower for Research, j
•Science and Public Policy Vol. IV (Washington: Government |
printing Office, 19i|7)> PP* 1-2. j
! _______________________________________________________________J
jage range of these children has usually been from nine to
!
jeleven years. Although this term has been used elsewhere
jfor older children and much of the information presented
i i
jwould be applicable to them, in this study the term has
reference only to grades four through six.
Curriculum. Curriculum in this report has been
considered to apply to everything that happens to the child
|to promote educational growth. Any narrower concept of thej
jterm has been specified by an adjective. The narrower !
i !
jsense of the term has been retained only in the cases where!
! i
ithe adjective is used. j
! !
i i
! Formula. In this study* formula has been used only j
f ' |
iin a scientific sense to mean a group of symbols employed |
i I
|to express the composition of a chemical compound. I
j
Symbol♦ Symbol has been used in this investigation j
to apply to the letters given the various elements of the j
j <
: world. Thus, Ag is the symbol for silver. :
i
j !
j Equation. During this investigation equation has j
! meant a representation of a chemical reaction through the
use of signs and symbols. j
j
Learnings. In this study the term ^learnings1 1 has j
been employed to include those facts, concepts, attitudes, j
I appreciations, and the like that a child might incorporate j
iin his mental capacities and abilities. Although every
learning might not be grasped by the child in his contact,
it has the property of being eventually assimilated.
.Ill, JUSTIFICATION OF THE PROBLEM
Since, as mentioned above, there has been a lack of j
jchemistry students and an increased demand for chemists, |
! i
•the need for a solution to the problem has become ,
I !
i
[imperative. Up to the present there has not been an j
i I
| i
|adequate chemistry program, as has been evidenced by the ;
! !
ilack of texts for the intermediate grades* Even in many of!
I I
|the intermediate science books there has been no mention of!
i !
chemistry. Most of the space has been devoted to nature j
i
I
and energy. Subjects of chemistry such as fire, have been !
i
[inadequately handled, as the chemical aspects have been |
i i
romitted. Therefore, because the need for chemists is great!
j i
jand the intermediate grades have made no preparation to
Ihelp students understand chemistry, this project has been I
i !
jwritten. j
; |
' IV. SCOPE OF THE PROBLEM j
i
i
This study has been concerned only with the problem ,
!of chemistry in the intermediate grades. The hi$i interest
i i
: level of the children in this age grouping combined with !
! i
I their ability to grasp basic concepts helped to narrow the |
I study to this age level. In addition, the project has been!
jorganized to assist the teacher in planning his program so
|that the pupils will be able to observe the position of
i
chemistry in developing industry and contributing to j
i
jsuccessful social living* The understanding and backgroundj
!of the pupil has limited the scope of the problem. I
I
I
j V. STATEMENT OP THE METHOD AND FROCEDURE
i
i
The study has been based on the information found I
! |
'in books, curriculum materials, periodicals, and other j
j i
'literature found in the library of the University of ;
j
iSouthern California. The first step after the selection
|
jof the topic was to skim, scan, and peruse the material
i
ipertinent to chemistry in the intermediate grades. When
{sufficient.material was annotated on six-inch by eight-inch
!
I cards, an outline was formulated, and then the text was j
1 !
|written. After this, the annotated bibliography was j
i I
Icreated. The rough draft was edited, retyped, and bound. '
| ;
' VI. ORGANIZATION OP THE REMAINDER
' i
OP THE PROJECT j
! The following chapter was presented to clarify the
jplace of chemistry in the intermediate grades in the ;
I |
jliterature of recent years. This further helps to I
{illustrate the immense need for work in this field of study.!
1 i
Chapter III was developed to demonstrate the
[academic learnings that might be accomplished with the
placement of chemistry in the curriculum. This was
[presented as a guide for teachers in developing their own
|classroom curriculum.
Chapter IV was organized to furnish the teacher with
understandings that could be promoted in social living as a
result of teaching chemistry. In this manner It was
I
jplanned that chemistry might be fully utilized as both a
jbasic and contributing subject.
| In Chapter V environmental factors were discussed to
Ihelp the teacher provide and promote good conditions under
!
[which chemistry might be taught.
j The main text was concluded with a summary of the
jtotal work emphasizing the important aspects.
CHAPTER II j
!
REVIEW OP THE LITERATURE
A large amount of material has been written on
science; even the public newsstands have carried a section
for science magazines, nevertheless, there has been a
great lack of material related to chemistry in the inter
mediate grades. In this chapter some of the related ;
i
i
literature has been reviewed to illustrate what has alreadyj
I
[been accomplished and what yet needs to be developed. j
!
; I. LITERATURE ON THE SOCIAL LEARNINGS j
i i
i i
j Heiss, in giving an overview of the total science j
I
program, approached an important aspect of the chemistry i
I
program when he claimed that it was no longer defensible to !
jmerely gain a factual knowledge, but rather one must grow
i
|in social adjustment and problem-solving ability. His
|emphasis on problem solving was heightened by an outline of
steps to follow In solving a problem, but the impact was
i
lost by not developing its meaning and clarifying its !
I x
I social application.-'
i
| fifty years ago McMurry was one of the first to
* i
! visualize the place of science in social living. Although <
i
■ -... - t
^Elwood D. Heiss, Ellsworth Obourn, and Charles W. j
IHoffman, Modern Science Teaching (New York: The MacMillan j
|Company, 195077 PP« |
his concern was in placing nature study and not chemistry
in the elementary curriculum, he considered that the
-teaching of science would enhance growth not only in the
■ classroom but in all the aspects of llfe.^"
In a recent bulletin of the Illinois Office of the
State Superintendent of Public Instruction, the importance
j
of science education for society was strongly stressed. It
was pointed out that every child needs to know and use the j
i
scientific methods in life. Problem-solving ability was j
I f
[presented as an essential for maturity and creating healthy
! * 5 ■ -
human relations.^ The relation of science to society was j
] ;
! clearly stated thus: f,Science is essential to, and
I ( s '
develops in the best possible way in, a free society.”0
Probably the one to have contributed the most in
t
I
opening up the elementary school, particularly the inter- |
|mediate grades, to the field of science has been Bertha M. j
i I
;Parker. Parker has stated that science provides the child!
| i
j with a great potential in acquainting him with the j
' i
j t
scientific method of problem solving. In the book An ;
' i
i i
I---------------- i
^Charles A. MeMurry, Special Methods in Elementary
; Sciences (Hew York: The MacMillan Company, 1935+77 i
|pp. 5-6. I
| 5charles Sanford, Harold Hand, and Willard B. i
:Spalding (ed.), The Schools and national Security, Circular,
iSeries A, No. 51 (Springfield* Office of the State i
;Superintendent of Public Instruction, 1951)* pp. 210-211. j
6Ibid., p. 219.
Introductory Course in Science in the Intermediate Grades,
i
|Parker has considered the development of the child and his
needs by age groups. Then on the basis of his growth and
development she has presented precise unit plans on variousj
science topics. Each unit plan was presented with a
purpose, materials, methods, and evaluation. This included
most of the fields of science but contained little
7
chemistry. ‘ (
I i
j i
( II. LITERATURE OH ACADEMIC LEARNINGS |
! i
j j
| Craig has been a pioneer in making the science !
i ;
|program in the intermediate grades contain chemistry. Not
jonly has he shown the value of science in general, but
i
specifically has presented the value of and program for
chemistry. In his work he has proposed some activities
i i
I that can be appreciated and worked by the students.0 :
i |
| Blough and Campbell provided a list of chemicals j
jthat might be used in the elementary program, but did not i
! I
| state how they might effectively be employed in a ;
i ^Bertha M. Parker, An Introductory Course in Science'
!in the Intermediate Grades~Tchicago; University of Chicago, 1
7 p p r " 2 y i n : ;
j . i
1 8QQraid. S. Craig and Katherine E. Hill, Adventuring j
iin Science (New York: Ginn and Company, 195U)* !
ipp. In-123. |
9
classroom situation. They, likewise, offered some
helpful suggestions on room environment in the realm of
bulletin boards and interest tables.
I
The books on the high school and college level in i
!
chemistry have been quite numerous, but the material has j
i
been too concentrated and technical to be of much value j
I
for intermediate grade chemistry. j
!
III. LIMITATIONS OP THE PREVIOUS STUDIES
I :
!
i
1 The previous studies in science have had little j
|concern with an elementary chemistry program. Because of |
|this position educators have not thoroughly appreciated the;
i ;
1 problems that are resident in the present higfc school j
i !
■program. Information on conducting an intermediate grade j
i i
•chemistry program has been veiy sparse to the present date.
t
I
jIn the field of science and social living there has been a
!better program, but as yet this has not been sufficiently
I i
,developed to include chemistry instruction. As a result, j
,there has been a need for presenting an intermediate
!chemistry program that would provide teachers with a |
perspective and understanding in teaching chemistry.
^Glenn 0. Blough and Marjorie H..Campbell, Making
! an<3 - Hsing Classroom Science Materials in the Elementary
15chool (New,York: The Dryden Press, -i95U77_pT15.
j 10rbld., pp. 13-22.
i CHAPTER III
i !
| I
ACADEMIC LEARNINGS I
I
j
j A review of the literature has made the fact plain
I
j
that sufficient materials have not yet been written to aid
the teacher in presenting chemistry to the intermediate
|grades. In this chapter material has been presented to
('show how chemistry may be taught in a meaningful manner in i
I !
\ \
!order that the sub ject may not be a cause of displeasure, j
!but rather one of satisfaction.
| |
i I. APPRECIATION OP CHEMISTRY
| The first step in presenting chemistry to the ;
i ■ '
|intermediate child is to assist him in realizing how j
t
11 ‘
'important chemistry is in everyday life. This may be j
! i
• initiated by having the students compose a list of items j
| that they think may be made of chemicals. Undoubtedly j
ithey will have the names of various acids, perhaps some j
; t
ibases, and a few compounds. A child with a chemistry set |
i f
Imay copy down the names found in the booklet that |
accompanies the set. Some child may even mention that the
atom bomb has something to do with chemicals. The children:
: j
I should be praised for what they have considered. j
i i
> ■ i
i____________ ______
: ^National Society for the Study of Education, j
jop. cit., pp. 13-17»
The next point of procedure is to lead the pupils to j
jrealize that chemistry is more inclusive than the few j
things that they have listed. One way this may he J
i
evidenced is to have a pupil hold a tumhler of water before i
I
the class. After receiving the answers as to what the j
i
child holds, the teacher should question the pupils to j
determine if they realize that the tumhler and the water j
I
are made of chemicals. The class discussion on this topic j
j i
j should then he tabled for the period while the pupils searchj
i
jto obtain the answer. By looking in a dictionary the
j |
jpupils will find that water is a chemical compound made of \
! i
ihydrogen and oxygen. The tumbler will have a brand name or
J
lother imprint stamped on the bottom to indicate it is made
I
lof aluminum. By looking this up in a dictionary they
i
:wouid also discover that aluminum is a chemical element.
I
| When the class has obtained the above facts, they
jmay be led in a class discussion to comprehend that all
jthings that are material are chemicals or made of several
IP
Ichemicals. Since the classroom is material and filled
i
jwith material objects, the teacher is automatically pro
vided illustrations and materials for chemistry. In
ipreparation for such a lesson the teacher would be wise to
spend some time to discover for himself some of the common
| -^Gerald S. Craig, Science for the Elementary-School •
Teacher .(San Francisco* Ginn and Company, 19U7)> i
-pp. I55"-l66. I
elements that are included in the composition of many of
the materials in the classroom. Carbon, hydrogen, oxygen, j
t
iron, calcium, and nitrogen are a few of the common 1
elements resident in many substances. In guiding the j
! !
children to appreciate chemistry it would be unwise to j
t
give them formulas unless they were interested in a ‘
i
particular one, such as water (l^O), j
It should be noted that for the purpose of clarity
jin understanding various aspects of chemistry have been ;
developed separately, yet in a classroom situation the ,
i
subject should be taught as an integrated utiole. j
To further implement the students! appreciation of !
i
.chemistry and its value, the teacher should guide them to
j
'understand how the study of chemistry has improved products
lused today. Examples that may be used as a basis for a, !
* j
jreport, discussion, or bulletin board are plastics, orlon, j
■ i
inylon, acetates, cellophane, and vinyls, !
! I
I Because most of the pupils1 orientation to science j
has been based on nature study, the teacher may use this as-
i i
'another natural springboard to chemistry and the apprecia- i
«tion thereof,^ The process of photosynthesis that goes on
| j
| ^Los Angeles City School Districts, Source Book of ■
j Materials for Teaching Science in the Elementary Schools j
! (Publication No. lj.61; Los Angeles: Los Angeles city f
| School Districts, 194-9)* The entire book presents the |
.developmental program for nature study, ;
in the leaves of plants would help pupils understand
i
jchemistry in life. Breathing by human beings presents
lanother open door to appreciation and good attitudes toward j
; j
'chemistry. i
! j
' As the teacher himself appreciates chemistry and its\
! i
; contributions, he will find limitless resources in helping j
i |
Jhis students to appreciate it also.
i
i
i
! II. CHEMICAL TERMS |
i
i
In instructing the class the teacher should use the |
* ■ *
jterms that he will want the class to learn. To effectively1
iaccomplish this end the teacher should endeavor to make
| j .
'this learning a natural process of use and not memorization.!
i J
|After the meanings of terms are fairly well established by |
i ,
Icontextual use, he may give definitions to assure clarity j
s I
!
iof understanding. However, it would be unwise to give a i
1 !
■list of terms to be learned first. Terms that should i
j |
jbecome part of the child*s knowledge are element, compound,!
|formula, equation, and symbol. The student should j
jconceive of an element as a basic building block made of j
i
;itself. Thus, the element oxygen is made of oxygen. A ^
•compound is made of several elements or building blocks. j
Water is a compound made of the two elements, hydrogen and i
■ « I
| ,
1 -^Glenn 0. Blough and Albert J. Hugget, Methods and !
l Activities in Elementary School Science (New York: The j
jpryden Press, 1951)> P* 201« j
1 5 '
! '
oxygen. Sugar is a compound made of the elements carbon,
hydrogen, and oxygen, A formula is a short way of writing
an element or compound as well as showing what it contains,
I ■
|Thus, water is H2O; sugar is CgH^O^. An equation is a
1 ' j
written form to show what takes place in a chemical \
' ■ I
ire action: 2C0 « ► 02 — * 2002* Symbols are the letters |
I ' ' *
[given to represent various elements. 02 means oxygen. ■
| j
|Pe means iron. Even though the child does not learn the j
!
isymbols, when he finds them later in his reading or a j
I course, he is prepared to take them in his stride. j
I .
i
i III. SIMPLE CHEMICAL REACTIONS
• I
As the student learns to appreciate the importance j
1
|of chemistry and some of the terms, he becomes eager to j
i !
lexperiment. The teacher who wishes to instruct has an !
I
i 1
[excellent opportunity to capitalize on the high motivation j
1 15
>of the pupils. j
* , 1
The first experiment should help the pupil !
1 1
■distinguish between a physical change and a chemical changej
1 1
i • 1
jTo explain a physical change the pupils may be guided in an I
experiment to freeze water, then melt the ice, boil it, and
'collect the vapor as water. This shows that no chemical .
[reaction has taken place, for when the original temperature j
"^clarence M. Pruitt, "Children and Science,"
j Science Education, XL (April, 1 9 5 > P* 167.
|is restored one has the same compound, water. To provide a
contrast, the pupils should place some red oxide of mercury
into a test tube and heat it. As it is heated, the reddish
i 9
powder will disappear; in its place will be a silvery
liquid. Likewise, if a glowing splinter is placed in the
tube it will burst into flame. This is an indication that
oxygen is also present. If the silver metal is cooled, it
will not return to a reddish brown color but remain as it
is, for a chemical change has taken place. This type of
^experiment helps the student to understand what a true
chemical change is.
Another experiment may be performed by placing two
!
! nails in a jar of moist air. One nail should be painted,
*
ithe second left as is. In a few days the unpainted nail
i
I will have a coating of rust. The painted nail will have j
i
iremained as it was. To verify that the.iron is using up |
; j
| the oxygen in the air, a test tube with iron filings on its;
; . I
jsides could be inverted in a shallow dish of water. As thej
I . I
jfilings rust, the water will rise, because the oxygen is j
I
(removed. By consulting high school texts and other |
I i
■resources on chemistry, one may find experiments that may
Jbe adapted to the intermediate level.±0
i
j These other experiments need not be complicated
1 either, for such a simple thing as putting blue litmus papac
■^Blough and Huggett, op. cit., pp. 202-207*
into some lemon juice will turn it red proving that lemon
juice contains acid. Then, in turn, pieces of blue litmus
paper might be placed in other items to test for acidity.
Red litmus paper turned to blue by an item would prove it
to be a base. Iodine turning an item purplish blue proves
it is a starch.
In this chapter it has been shown that all
imaterials are made of chemicals. In turn, many of these
f
1
jmaterials are going through or have gone through a chemical
(change. Thus people live in a world of chemistry. Simple
[chemical terms can be understood by a child without a lot
I of memorization if the instructor will provide ample use
and familiarization. Likewise, it has been demonstrated
how a few simple experiments may be pe rformed so that a
child can better visualize and understand chemical
reactions and their use. In the next chapter solutions
:have been presented for relating chemical learnings with
I
(everyday life.
CHAPTER TV
SOCIAL LEARNINGS j
In the preceding chapter the academic learnings in
jchemistry were discussed. Evidence was presented that
indicated that there is much that the intermediate grade
jchild can learn in the basics of chemistry. The study of j
( |
I chemistry, however, should do more than Just provide a
(knowledge of method and fact for the subject itself.
, !
;There are many social learnings that may be derived through j
j i
'a proper handling of the subject. '
i
I
| I. CURIOSITY i
! !
| In a recent bulletin of the Indiana Department of j
!Public Instruction it was stated, "Curiosity is probably j
3 i
tone of the most dominant characteristics of child !
< |
j behavior. «phe intermediate child having this i
! !
icharacteristic needs to have it satisfied and developed; 1
jotherwise, he becomes stagnated and oblivious of his j
I surroundings. Chemistry Is a natural curiosity developer, |
i
|for children seek to find of what things are made. They •
are intrigued to discover why a certain occurrence !
i ;
i — ........................—
• i
! “ ^State of Indiana Department of Public Instruction,:
|Expanding Experiences in the Elementary School (Bulletin '
;No . 215; Indianapolis: State of Indiana Department of ;
I Public Instruction, 1953)> P* 99 •
19 j
transpires. When the experiment of changing red oxide of |
mercury into mercury and oxygen takes place, curiosity is j
!
immediately derived as to how the silvery substance came toj
be. By the satisfaction of this question the pupil's mind I
I
is prepared to investigate other chemistry situations and j
i
I
jthose in other fields. This curiosity may then lead him to!
I
■ i
seek to know why airplanes can fly without flapping their j
f
wings, why people pay taxes, how his bicycle was made, how j
long it takes to get to the city, and a host of other I
information. If the same attention is given to this ;
t
curiosity as there has been to his chemistry curiosity, he !
will be better prepared to live and help his fellow man, ;
for he will be interested in his community and the world j
i
ab out him• j
i
II, PROBLEM SOLVING j
i !
! - J
' If the child has received adequate instruction in |
;the development of his curiosity, problem solving becomes a*
f j
jmore meaningful process that Is more readily learned. j
! Problems are not only present in chemistry, but throughout I
\ ; »
|
:the entirety of life, for living is solving problems. Much;
of the high school chemistry course work has been solving j
!artificial problems, for the answers are present in the !
1 l R
:text or readily available from the instructor.
^Ernest Bayles, t f Is Science Teaching Scientific?"
The Science Teacher, XXIII (February, 195&), p. 12.
' 20
i
I
iTherefore, it has been impossible to provide a transfer of
i
(training into social experiences. The teacher who directs j
i I
jpupils into solving problems that are truly problems has an j
j !
'excellent opportunity of observing these skills transferred1
i l
•into the pupils1 social living, j
I
The following are basic steps in solving a problem j
I
whether it is in chemistry or life; j
i i
■ 1, One should sense a problem, An obvious but often j
I ;
overlooked item in problem solving is that there
■ must be a problem./In addition, the person con-
■ cemed must realize that there is a problem,
| Problems are often left unsolved because an ;
| Individual does not realize that a problem exists, S
! i
j 2. The problem is to be defined. Often one has an idea'
i
| that there is something wrong or to be done, but he !
: ' I
| does not analyze the situation to determine exactly [
what the .problem is. Without a clear definition of !
i
the problem, it becomes quite difficult to achieve j
an adequate solution. .
5. The total situation is to be studied to gain all the;
facts and clues that relate to the problem. If any i
1
of the aspects of a problem are omitted, a distorted,
picture of the situation is presented and, there- j
l
fore, an adequate hypothesis or conclusion cannot be;
derived. i
i
! { . • After the information has been collected, an { .
hypothesis or solution is to be formulated* The
information is to be weighed and evaluated first.
i
Then the best possible solution is to be selected.
5* The hypothesis Is to be tested by experiment or
other suitable means to ascertain its validity. An
hypothesis cannot be considered valid without first
I
testing it. j
i
6. If the hypothesis is determined to be valid, it'may !
1 i
j be tentatively accepted. If the theory proves false,
i ■
! a new one is to be determined and validated.
i :
i 1
j 7* On the basis of the above, conclusions may be
* 19
i drawn. y ;
! I
j The student who has learned to solve problems in !
| ‘ I
jchemistry may easily transfer this knowledge to the i
! I
jmathematics field. But by proper guidance, this may also !
;
ibe transferred to social situations. If the class were j
jconsidering a field trip to a museum, the teacher could help1
‘ i
jthem to see that this was a problem and then work it out j
jproperly. If the cub scout pack was planning to purchase
j equipment, the problem could be handled in a similar
,manner. By guiding the pupils in solving problems in
I
;chemistry and then transferring this ability to other j
i
|
jproblems, the problem-solving methods can become very 1
I i
^National society for the Study of Education, |
op. cit.t p. 29* I
juseful in helping the child adapt himself to society,.
III. SCIENTIFIC ATTITUDE !
i
f J
I i
i
Keeslar has well said that there is no one j
definition for the term "scientific attitude." There are,
9 l
j
however, certain elemental aspects to he considered in j
I 20 =
jusing the phrase. The scientific attitude requires that |
i
a person look objectively at a situation. The pupil J
jstudying chemistry realizes that water and sugar do not
i
• make gold. Emotionally this might be a desire, but by an
i I
I objective study he has realized that this is not possible.
iThis does not rule out emotion, however, for if he wants to>
i
I j
|find out something, he knows that by persistence he can (
[produce an answer. The scientific attitude involves !
j i
jpatience, for most of the problems are not quickly worked j
i i
lout. The scientific attitude also implies a broad view of j
I any situation instead of a short-sighted, narrow aspect. |
♦ i
I
(This attitude, to be taught, must be practiced by the i
i !
I teacher. Attitudes are sometimes more difficult to teach
: (
i
'but are the most easily carried over into other fields. !
i
Thus, by having a scientific attitude in chemistry, the
;teacher may lead the students to be like mannered in the
! |
jother phases of life.
I
j-------------------
i ^Oreon Keeslar, "The Science Teacher and Problem i
jSolving," The Science Teacher, XXIII (February, 195o), i
■p. 13- I
j IV. PARTICIPATION
i
i An aspect of the scientific attitude that requires
separate consideration is participation. In some subjects
it is possible for a student to obtain high marks without
exerting an effort beyond a thorough reading of the text
and some memorization./ The adequate instruction of a classj
:in chemistry for intermediate grades requires participation,!
I I
,for it is impossible to do an experiment using just a book.!
;The requirement of working in front of and with other
i :
^students improves the studentfs social relations or shows i
; I
|him the need of improving them. (This presupposes the rest;
i
jof the course is properly coordinated.) As he participates,<
! |
jthe joys of accomplishment and friendship motivate him j
i j
!further to increase his participation and relationships
| !
j with others. The success in this field of endeavor can j
i j
icarry over with the participants in other fields and also \
! i
|with new members in other projects. Participation and
| cooperation are essential in social living. 1
i ,
; In this chapter some of the aspects in social j
! J
.learning have been presented. The natural curiosity of the
[intermediate child has been viewed as a motivational asset j
that not only helps in chemistry, but also through this j
jmedium may be encouraged to make the child a worthy social j
(
'being. The process of problem solving has been explained I
jto Illustrate the extensive potential it presents In j
2h~
meeting life situations as well as chemistry problems.
i t
Participation and cooperation have also been viewed as one !
I
i
of the chief contributions to social living and learning. i
In the following chapter, environmental factors have been j
considered to assure accomplishment of both the academic j
and social learnings. !
CHAPTER V
ENVIRONMENTAL FACTORS
In the previous chapter the impetus that chemistry
provides for social learnings has been demonstrated. The
|student of chemistry has not only learned to solve problems
Jof an academic nature, but he has prepared himself to live
i
i
jharmoniously with his fellow man. In this chapter there
i
i
ihas been presented a guide for furnishing the proper
i
■classroom environment for a virile and active program.
i
i X. CHEMICAL MATERIALS
I
: In the earlier chapters the truth was stressed that
i
I chemicals are the material part of our universe whether in
!elemental or compounded form. Because of this truth the j
I i
:teacher of chemistry has no fear of running shy of chemical |
i
Imaterials. On the other hand, because the resources are soj
’ i
* 1
jvast, the teacher has need of selecting those materials j
Iwhich will be most serviceable in instructing his own j
1 , i
jdass. !
i !
Since most of the students have had a background in
nature study, the teacher will want to relate chemistry to
|this frame of reference. Materials that would be helpful
|in such a study are plants, animals, water, cages, flower
jpots, squares of glass, fertilizer, and seeds. These
f
'materials :arg-.usually, in a school or are readily available
.26
because of the nature study emphasis. Two Instances in
which these materials might be used would be the explana-
i
i
tion of photosynthesis and the assimilation of oxygen j
!
i
within an animal, |
Another group of chemicals would include: !
i
baking soda iron filings 1
vinegar ammonia j
lime (for limewater) iodine j
j litmus paper (red and blue) red ink i
| starch paraffin 1
salt sugar :
I water soil tester j
| citrus fruit or the juice red oxide of mercury 1
iron nails paint
| silver spoon potato I
1 bread egg j
: blueprint paper
l '
jThe above list is basic to the experiments listed in a j
i <
|
I previous chapter and by no means exhaustive. The selectionj
I of materials necessary would always depend on the project ’
i i
iundertaken. If the class were to Investigate the simple !
i j
|processes Involved In photography, the instructor would s
! ‘ I
|check with a local photography store or a member of the >
i
• i
!class who was proficient in this field and then secure the
i ,
|needed supplies, j
; In addition to the chemicals themselves, there is
certain basic equipment which Is a prerequisite to success-!
;ful experimentation. The first essential Item would be a j
place for storage and display. This might be one unit or !
i
two. If it is two units, one part should be a table and I
I j
!the other a cabinet, chest, or file. If it is one unit, it-
27
should be of table height with the storage underneath in
enclosed cabinets* Advantages are found in either
arrangement. All materials kept should be labeled. With
I
|the exception of the iodine and ammonia, the materials
jlisted above are non-poisonous; nevertheless, the safety
habit should be inculcated at this early age, thus
preventing serious accidents in future years.
J The room should be supplied with an alcohol lamp, j
i 1
isome test tubes, a few pieces of glass tubing, several j
!corks, a tube holder, a shallow dish, and a glass beaker. ;
I ;
; After the room has the initial supplies, other equipment '
! may be added as It becomes necessary. Since the experi- j
| i
Iments in the intermediate grades are quite simple, there is I
! * i
, no-need for expensive or intricate equipment. j
j ;
i II. LITERATURE FOR CHEMISTRY '
i !
■ I
j Another aspect of the chemistry program Is the j
i '
(provision of books and research material for the students, j
!Each child should possess a regular class text In science
| t
I .
ithat contains a section on chemistry. He should retain I
this at his desk..' In a section of the classroom library
I t
there should be a set of science books which have sections j
i |
on chemistry. At present there are not too many hooks |
iavailable, but as the books are produced they ought to be :
i ■ i
jadded. Books from chemistry sets are very appropriate in -
i |
[this section. The teacher should also be sure that the j
[ ' ~ ' 28 j
library contains a good set of encyclopedia and other books
of world information. Geography and history books also
i
have an important place in the properly guided chemistry j
program to provide information on the location and use of
chemicals. Biographies of great chemists should also be
| i
available for student use. The lives of Pasteur, Jenner, j
i
the Curies, and Carver are but a few of the outstanding
21
recorded biographies, j
; Science magazines with sections on chemistry are !
ianother resource that would be wise to make available.
i ;
'These may be placed on the shelves intact or the sections j
! may be gathered into a notebook or scrapbook for reference.'
i i
j Truly, it is unwise to make chemistry a book course j
at the intermediate grades as it is at any other grade. j
i ;
IYet the student Is education cannot be complete unless he ,
I I
jhas some resources to help motivate, stimulate, and assist j
|him as he investigates the chemical aspects of the i
j i
(universe•
i
I !
j III. BTJXIETIH BOARDS I
I !
i
i
! In the present era there has been a constant
emphasis on bulletin boards as a resource aid and a setting;
I I
|in the classroom. This asset also has great value in the j
i
■ , " . ’ .. i
" i
^R. Will Burnett, Teaching Science in the j
iElementary School (New York: Rinehart and Company i
incorporated, 1953)> p* 525* _______________________ _____
'presentation of chemistry. It may he used separately or in j
conjunction with an interest table before it. The basic
rules for bulletin boards are to be applied in the use of aj
i
jchemistry bulletin board. It should be of interest, fresh, j
uncluttered, have a theme, and the like. Several sugges- j
i
tions for types of bulletin boards are Included in the j
22 1
following paragraphs. j
A bulletin board with the title, ^Where Did It Gome 1
I
iprom?” could be used to start a whole chain of research.
! 1
! The f , Ibw may be one item or a series of items. These may ;
1 I
!be placed on the table or mounted on the board itself. A
i !
jworld or local map may easily be integrated into such a j
!display. This type of research board should attract the
| inquisitive mind of the student. One of his first i
♦ j
i reactions might be to discover what "It" is. The ramifica-j
t
S !
Itions of this are quite evident: problem solving, chemistry
!geography, transportation, and many other facets. j
i I
| Another type of board is the report board. This j
{ i
imay be used by the pupils to tell what they have learned or;
j !
discovered. A sixth grade studying Hawaii may integrate !
!their lessons on the product sugar with its chemistry and
i
use. In this case the board may have pictures of sugar and!
i ;
jits uses, and on the table before it there may be some j
■written reports.
i
I_____________: ___
j 2 2 I
Blough and Campbell, op. cit., p. 13. j
30
Another type of report board is the one which
contains news clippings and articles from Current Events or
other school magazines* This type properly handled may be
i
very worthwhile; the biggest problem is that after three j
I
days it is dead and has to be changed, whereas other j
boards are good from one to three weeks.
The other main type of bulletin board for chemistry
is the informational board. On this board appears lesson
|information. A board may have a list of the ninety-two j
(elements and their chemical symbols. Although the class j
( 1 !
!is not likely to learn most of them, it acquaints them j
i
[with the information they may learn in later courses. At j
J !
I I
(the same time it may provide a background for related j
{
i
learnings. A child may request information as to #iy the j
I ’
jelements are not in alphabetical order. When he has J
i |
(learned that the arrangement is based on weight, he has a ;
i ■ I
| concept that enables him to,go oh to higher understanding. |
!The informational board may be effectively integrated with j
!the library program as well by displaying book jackets of j
|new volumes of interest in chemistry. t
i >
The above suggestions have shown the main types of
bulletin boards most likely to be employed in the (
, i
|chemistry section. The ideas have only been suggestive so I
j i
I that the teacher may develop his and the class's idea of
I 1
what the bulletin board should be.
I IV. EVALUATION ' j
j ' i
j On© other environmental factor of importance for J
jleaming Is evaluation. The class that lacks evaluation is !
i ~ ^
loften left shifting without direction. Evaluation is not I
equivalent with testing, although this is one important |
I
aspect of the program. Tests should he employed, hut in j
i
short dosages. The tests should he formulated to reflect I
i j
ithe assimilation of simple facts and understandings and not'
I • i
|he complicated or too technical. Much of the evaluation
|can he accomplished hy observation. Reports supply a good j
{
j i
.'indication of the student’s growth. The willingness to
! !
^participate reflects hoth interest and understanding. The ;
! i
j ability to solve problems, not only in chemistry, but
Sarithmetic and human relations, is a strong mirror of the
! |
|growth attained. By carefully measuring the success of j
j • j
|the students, the teacher is able to adjust the environment!
|to insure adequate learnings• j
! I
! In this chapter various factors have been presented j
i I
, that contribute a good environment for learning. It was i
I
;noted first that chemicals are available from everywhere.
Yet because the resources are so extensive, it was neces-
jsary to present some core materials. There was also 1
l
presented a group of essential equipment necessary to carry
on experiments. Although chemistry is not a reading course;
; ' i
i it was emphasized how a properly stocked library may i
32
enhance the learning processes. Likewise, the value of
bulletin boards and some useful types were discussed. The
chapter was rounded out by a presentation of the importance
j
jof evaluation.
CHAPTER VI
j SUMMARY
I !
As a result of this study it was observed that . '
i
chemistry has a definite contribution to make in the !
I !
jintermediate grades, A review of ■ ’the literature disclosed j
i i
ithat there was some consideration by educators of
i .
jdeveloping science in the intermediate grades, but that
:chemistry had only been considered by one or two authors.
i
| In establishing the academic learnings it was j
: S
jdeeraed wise to keep them from being too technical. This
!
;meant that certain basics should be learned and acquaint- |
l ,
iance with some of the more advanced material should be
i i
j # I
Jglven. Basics were considered to include some terms, a few|
i 1
ielemental processes, and some exemplary materials, ,
• i
! In the chapter on social learnings it was noted that|
i 1
|curiosity is a prime factor in motivation that can be ;
i * 1
I
jeasily stimulated in chemistry. Properly channeled, It was!
I
jfound to be an asset in aiding students to solve problems, j
i i
i
Furthermore, it was determined that since solving problems |
is life, the contribution chemistry has to offer could be
; !
of inestimable value. The study of the scientific attitude’
I ’ '
'revealed that with such an approach life situations were !
! i
‘ more easily and properly handled. Participation and coop- !
ieration evidenced themselves to be two of the most vital ;
j , !
'social contributions provided by an intermediate chemistry |
jprogram.
i
i
A consideration of the environmental factors
indicated the ease and variety of chemical materials
available. The advantages of a properly organized and
jused section of the room library was also discussed.
Iseveral types of bulletin boards with display tables were
i
•considered as appropriate means for instruction, as well
'as the value of evaluation.
i
■ The program of intermediate chemistry ha^s shown
( itself to be of great worth in providing an adequate
'education for the children of today.
BIBLIOGRAPHY
I BIBLIOGRAPHY
i
i
i
|Bayles, Ernest. "Is Science Teaching Scientific?" The
| Science Teacher, XXIII (February, 1956), 12, 65-65. j
| This article is one in a symposium analyzing the j
j teaching of high school science. The author j
j emphasized the need of people to understand how to !
solve problems. In his discussion he accused the high j
school teachers of not using the scientific approach. j
Then he discussed how this might be remedied. |
I
Blough, Glen 0. and Marjorie H. Campbell. Making and Using j
Classroom Science Materials In the Elementary School. j
New York; The Dryden Press,”T95f*" 229 PP*
| This is a general work on elementary science. The |
j authors provided some good background material and ;
! several meaningful experiments. The part of the book
; that contributed most to the development of classroom
. chemistry was the section on bulletin boards. j
i
, and Albert J. Huggett. Methods and Activities in j
I Elementary School Science. New York; The Dryden Press,'
i 1951. 310 p p . j
j The authors have prepared this book so that the I
! elementary teacher can easily employ its suggestions in|
j classroom experiences. In addition to supplying I
I several good resource references, the authors have j
! provided some excellent examples of experiments and
; their use for teaching chemistry.
t
1
‘Burnett, R. Will. Teaching Science in the Elementary
| School. New York: Rinehart and Company Incorporated, \
I 1953 . 5 *a p p . , i
1 The author has presented the many applications of j
i chemistry in daily life that the student can appre- 1
! ciate. Some worthwhile recommendations were also i
: offered to make chemistry more than just a series of !
j experiments. ' i
1 . ;
jcraig, Gerald S. Science for the Elementary School
: Teacher. New York: Ginn and Company, 1957* 5^1 PP* :
The Importance of science to all of humanity was j
j depicted in both the economic and social aspects of
1 living. In the section on chemistry a defense for its ■
1 inclusion in the elementary program was projected. .
. A Suggested Science Program for the Elementary i
I School. Boston: Ginn and Company, 19I 4BT I6I 4 . pp. j
; The author recapitulated the essence of the above i
i work. In addition, he contributed to the instruction !
r “ _ 37
I
j of elementary chemistry by providing techniques that
j would broaden and enhance the usefulness of classroom
; activities. This could well be used for a handbook j
| in teaching classroom chemistry at the intermediate i
j level* |
_______ , and Katherine E. Hill. Adventuring in Science. I
Hew York: Ginn and Company, 195^-* 2do pp. j
This is a text for intermediate grades. The !
authors provided a complete chapter on chemistry plus j
some related material in other chapters. The i
terminology used was simple so that a child could j
understand. The treatment was broad enough that j
chemistry was shown to be an integral part of living. ;
|Heiss, Elwood B., Ellsworth Obourn, and Charles W. Hoffman.1
Modern Science Teaching. Hew York- The MacMillan
| Company, 195^» ij .6 2 ppT
I The authors have presented an historical picture of
’ the development of science. Likewise, they have shown !
* how the modern science program is meeting the needs of
j children. Several chapters have been devoted to room
| environment and special projects that might be under-
I taken. ;
i :
jEeeslar, Oreon. f , The Science Teacher and Problem Solving, n\
i The Science Teacher, XXIII (February, 195&), i
| 6 9 T i
1 This was also one of the symposium articles on high j
| school science instruction. The author realized the I
j present weakness of many science courses to be |
unscientific. An important conclusion he reached was |
that instruction must be aimed at scientific purposes id
the goals are to be achieved.
i
iLos Angeles City School Districts. Source Book of Materials;
| for Teaching Science in the Elementary Schools. j
j Pub 11 cat Ion Ho. i | . 6l. Los Angeles: Los AngeTes City !
School Districts, 19^9* 352 pp. j
! The city school districts have provided a traditional.
! nature study program for the elementary grades. An
analysis of this provides a good understanding of what,!
until recently, has been considered a well-rounded ;
: science program. Chemistry is given no recognition in !
j the program. 1
i i
I MeMurry, Charles A. Special Me thod in Elementary Science. j
; Hew York; The MacMillan Company, I90I } . . 275 PP* i
; The author has clearly portrayed the difficulty of j
| placing nature study in the curriculum. This thus j
illustrates the efforts expended to integrate nature !
38
study into the curriculum and provides, in turn,
methods that may be employed to establish chemistry in
the intermediate grades. An extensive bibliography of
materials of the day was included.
National Society for the Study of Education. Science
Education in American Schools. Forty-sixth Yearbook,
j Fart I. ChTeago: University of Chicago Press, 19^4-7 •
; '306 pp.
The organization provided a complete overview of
science in the public school system. In addition to
j emphasizing the need for an adequate science program, j
j it stated goals and organization to achieve the j
| purposes. I
1 i
jParker, Bertha M. An Introductory Course in Science in the
i Intermediate Grades. Chicago: University of Chicago
! Press, 1$31. 129 PP* |
i Parker provided an excellent plan of units for ;
I presenting science to the intermediate child. Some of ;
s these were related to chemistry. By a study of her j
' method many more could be effectually worked out. j
jPruitt, Clarence M. "Children and Science," Science j
; Education, XL (April, 195^)> 167-168. :
■ The author showed that since :children have already j
I worked with science and are interested in it, they j
| should be given the opportunity for growth.
I ‘
;Sanford, Charles, Harold Hand, and Willard B. Spalding !
(ed.). The Schools and National Security. Circular |
; Series A, No. 51. Springfield: Office of the State j
| Superintendent of Public Instruction, 1951* 292 pp. j
I The publication pointed out the necessity of having j
adequate science programs in the public school to j
insure freedom during peace-and war-times. It reviewed
both the economic and social values of such a j
curriculum. 1
jState of Indiana Department of Public Instruction. !
Expanding Bxperiences in the Elementary School.
Bulletin No. 215* Indianapolis: State of Indiana j
■ Department of Public Instruction, 1953* 206 pp.
, This bulletin emphasized the need for more science i
I instruction as an answer to the growing problems of I
childhood and society in general. Specific emphasis !
j was placed on a better understanding of atomic energy.
i
iSteelman, J. R. (Ohairman). Manpower for Research. Science;
j and Public Policy Vol. IV. Washington: Government j
I Printing Office, 1 9 U 7 * 1 & 6 PP* j
f
The author, "by means of surveys, determined that
there was a great need for scientists* The reason for
the lack he placed on the war and improper educational
facilities and procedures. He recommended that the
curriculum be reworked to provide the adequate
teachers and training necessary*
Ctolverslty of Southern Calife:p|ii£jfc
UMI Number: EP49124
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Dissertation Pu bl i s hi ng
UMI EP49124
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106- 1346

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Improving the teaching of high school chemistry in the laboratory

PDF

A handbook for the teaching of science in the intermediate grades.

PDF

An organic chemistry laboratory manual for junior college chemistry

PDF

A guide for the use of projects in teaching high school chemistry

PDF

Implementing a science program for the intermediate grades.

PDF

Individual term projects as aids in teaching high school chemistry

PDF

Practical experiments for second-semester chemistry

PDF

A laboratory guide for general applied chemistry

PDF

A supplementary manual of important laboratory procedures for junior college chemistry

PDF

An objective type examination in high school chemistry

PDF

A course in everyday chemistry

PDF

A course of study in household chemistry

PDF

A course of study in botany for the high school.

PDF

A course syllabus for tenth grade biology

PDF

An operation manual for chemistry stores at the University of Southern California

PDF

Teaching aids for general chemistry

PDF

A high school course in architecture

PDF

A functional course of study in high school biology

PDF

A resource unit in dental health education for junior high schools.

PDF

A student guide for increasing scholastic standards and initiative among high school biology students

Asset Metadata

Creator Gates, Ronald Harry (author)

Core Title Chemistry in the intermediate grades

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1957-08

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, sciences,OAI-PMH Harvest

Format masters theses (aat)

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c24-326423

Unique identifier UC11278503

Identifier EP49124.pdf (filename),usctheses-c24-326423 (legacy record id)

Legacy Identifier EP49124.pdf

Dmrecord 326423

Document Type Thesis

Format masters theses (aat)

Rights Gates, Ronald Harry

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA