The relationship between departments of chemistry and departments of education is sometimes strained or occasionally hostile. However, it is becoming increasingly clear that meeting the science learning needs of new or experienced teachers requires that these often opposing educational forces find common ground and establish ways to work together in a synergistic relationship. Forging solid working relationships between professional chemists and educators of teachers is beneficial in terms of the content and process of teacher education. Such relationships are also becoming a prerequisite for getting state and federal funding. For example, the Nebraska Coordinating Commission for Postsecondary Education requires "a joint effort of that [teacher education] program and the school or department of a specialized discipline [chemistry, in our case] in which the professional development would be provided" (1). The Federal Eisenhower Title II funding focus is also shifting from inservice (with practicing teachers) to preservice (with prospective teachers). All these changes mean that chemistry faculty will develop closer ties with teacher education faculty in a joint desire to improve education. In this paper we discuss the collaboratively planned and taught University of Nebraska - Lincoln (UNL) course Chemistry 195, Chemistry for Elementary Education Majors. The three-credit course, one of four science courses developed for elementary education majors at UNL, was developed with funding from the Howard Hughes Medical Institute and the university.
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Kelter, Paul B.; Jacobitz, Kathleen; Kean, Elizabeth; Hoesing, Aurietha. J. Chem. Educ.1996 73 933.
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