JCE Online Journal of Chemical Education
 | Subscriptions  | Software Orders  | Support  | Contributors  | Advertisers  | 

JCE Print
   Current Issue
 Previous Issues
 Supplements
 Search JCE Index

JCE Digital Library
   JCEDLib Catalogue
   ChemInfo
 Data-Driven Exercises
 DigiDemos
 Featured Molecules
 LivTexts
 LrnCom
 QBank
 SymMath
 WebWare

JCE Software
   Latest Releases
 Software & Video
 Downloads
 Support

Only@JCE Online
   JCE Online Store
 JCE HS CLIC
 JCE Discussion Forums
   Biographical Snapshots
 ChemEd Resource Shelf
 Featured Molecules
 Hal's Picks
 Project Chemlab
 Reviewed WWW Sites
 "Web-Ed" Articles

About JCE
   Features
 Publications
 Operations
 Outreach
 Contact Us


  Home > JCE Print > Journal of Chemical Education > Issues > 2003  > July  >
Research: Science and Education
Chemical Education Research
The Power of Practice: What Students Learn from How We Teach
Amy J. Phelps
Department of Chemistry, Middle Tennessee State University, Murfreesboro, TN 37132

Cherin Lee
Department of Biology, University of Northern Iowa, Cedar Falls, IA 50614-0421

Cover
July 2003
Vol. 80 No. 7
p. 829
Abstract
If change in science education is to occur in this country, it cannot be merely a K–12 issue. This paper offers the reader the opportunity to hear from students about the beliefs they hold, based in large part on their experiences in science classrooms at the college level. Constructivism makes clear the key role prior conceptions play in the process of learning. As instructors of methods courses, the authors were interested in the conceptions about teaching and learning of science majors who wished to become high school teachers. These conceptions have much to do with efforts nationwide to improve the science education of Americans. Data were collected from 1990–2000 and the results are reported in the form of assertions that describe four major categories of beliefs. In general, these students value content over pedagogy, believe that good teachers are entertaining, believe that laboratories are important in science teaching although they are not sure why, and believe that methods courses are a waste of time for a variety of reasons. The results of this study indicate that college science instructors can have a profound impact on reforming K–12 science education practice, but they must first take some bold steps to change their practice in the classroom.
More Information
*  Citation
 Phelps, Amy J.; Lee, Cherin. J. Chem. Educ. 2003 80 829.
*  Keywords
 CER Qualitative Methods; CER Student-Centered Learning; Laboratory Instruction; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 June 4, 2003
February 28, 2005
<< Previous Article Table of Contents Next Article >>
  Home > JCE Print > Journal of Chemical Education > Issues > 2003 > July > Page 829



Chemistry Teacher Connection

The "Chemistry Teacher Connection" (CTC) is especially for high school chemistry teachers. For only $40/year, it offers an online-only subscription to CLIC along with membership in the Division of Chemical Education, normally $65/year. CTC subscribers receive access to all articles and supplements from 1996 through the current issue.
More About CTC
Order the Chemistry Teacher Connection

C&EN CLICs

Through special arrangement with the ACS, JCE High School CLIC is now able to provide subscribers with online access to Chemical & Engineering News articles that have been selected specifically for secondary science instructors and their students. 
 C&EN CLICs

JCE Collections Available
Occasionally, collections of JCE back issues become available for donation to individual teachers, schools, or libraries. JCE matches collections with interested recipients. Recipients pay shipping costs or pick up the collection.
 List of available collections

Contributions Welcome
JCE welcomes your submission
 Contributors's Corner

Subscriptions
 Subscription Info
 Order Forms

Fishing for New Ideas
Always in the
process of
improving, CLIC
welcomes ideas and comments.

Email Us

Comments to
jceonline@chem.wisc.edu		 Copyright © Division of Chemical Education, Inc., American Chemical Society.
All rights reserved.