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  Home > JCE Print > Journal of Chemical Education > Issues > 2005  > April  >
In the Classroom
Secondary School Chemistry
Chemistry, The Central Science? The History of the High School Science Sequence
Keith Sheppard and Dennis M. Robbins
Program in Science Education, Teachers College, Columbia University, NY 10027
Cover
April 2005
Vol. 82 No. 4
p. 561
Abstract
The historical development of the traditional U.S. high school biology–chemistry–physics sequence is detailed from the early 19th century to the present time. The recommendations of several important historical committees, especially the Committee of Ten, are described along with the sequencing practices adopted by the schools, to show how chemistry came to be the “Central Science”, that is the science taught in the middle of the high school sequence. It is shown that the present high school science sequence is more a product of historical accident than of educational design. The impact of this sequencing on high school chemistry enrollment is analyzed and discussed.
Supplement
Questions asked of all sub-committees, the 22 recommendations from the Physics, Chemistry, and Astronomy Conference, and the four programs suggested for high school by the full committee are available.
*  Contents JCE2005p0561W.doc (Microsoft Word)
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JCE2005p0561W.pdf

JCE2005p0561W.zip
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*  Citation
 Sheppard, Keith; Robbins, Dennis M. J. Chem. Educ. 2005 82 561.
*  Keywords
 Chemical Education Research; Curriculum; History / Philosophy; Introductory / High School Chemistry
*  History
 Created:
Last Updated:		 March 4, 2005
March 14, 2005
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