Secondary School Feature Article CHEM 101: Thirty Years of Experiences with a Chemistry Course for Prospective Elementary School Teachers, by Donald B. Phillips, p 905.

The Importance, and Satisfaction, of Expanding Our Understanding

In the editorial that appeared in the May 2001 issue, John Moore reminded us that the Journal of Chemical Education "has aimed to be a living textbook of chemistry." Carrying this further he stated "A living textbook should be something that each of us can use to learn more about chemistry and pedagogy, and to which each of us can contribute new ideas and new chemistry content." This issue meets these expectations through a diverse group of articles. I will focus on two: one deals with chemistry, the other with pedagogy. For most of us, both of these articles will take some time to read and both require concentration in order to ferret out the full richness of their content. But they're worth it!

The chemistry article "Gas Hydrates: From Laboratory Curiosity to Potential Global Powerhouse" by Pellenbarg and Max (pp 896-900) explains how and why gas hydrates are formed as underground geological formations. Worldwide, these formations contain a tremendously large quantity of methane that, if accessible, substantially increases the earth's known energy reserves. If this article had appeared before the recent news of rolling blackouts in California and speculation about retail gasoline costs rising to $2.00 per gallon in the midwestern United States, it might be dismissed as an interesting phenomenon to be read about at leisure. Instead, gas hydrates are, in the words of the author, "a scientific hot topic". In addition to the chemistry of gas hydrates, the author discusses some of the engineering and geological challenges that lie ahead before this new energy source can be tapped. Not discussed in the article are the environmental and political challenges, but understanding the chemistry of methane hydrate is a good place for a science teacher to begin. That beginning is available right here in the July 2001 issue of "the living textbook of chemistry".

Over the years the Journal has carried a large number of articles on the chemistry of energy sources. A literature search using the JCE Online Index yielded 62 articles on that subject. Most are now largely of historical interest and therefore are not cited in this article, but each one was current when it was published. That makes the point: JCE has a record of being the living textbook of the chemistry of energy sources. Among the 62 articles are some examples that are potentially useful as resource material today: "High-Energy Fuels and Materials from Plants" (1); "The Conversion of Chemical Energy. Part 1. Technological Examples" and "Part 2. Biochemical Examples" (2, 3); and the "Geochemistry of Coal. Part I. The Classification and Origin of Coal" and "Part II. The Components of Coal" (4, 5).

The article on gas hydrates, discussed above, is a Products of Chemistry feature. Many, if not all, of the articles published under this feature, edited by George B. Kauffman, will be interesting and informative to high-school-teacher readers. "Microwave Ovens--Out of the Kitchen" (pp 900-904) is also a Products of Chemistry feature. Here are some other recent titles in this feature, in case you missed them: "Are You Ready for [a] Roundup?--What Chemistry Has to Do with Genetic Modifications" (June 2001, pp 752-756); "Chemistry and Molecular Electronics: New Molecules as Wires, Switches, and Logic Gates" (March 2001, pp 321-328); and "Old Yet New--Pharmaceuticals from Plants" (February 2001, pp 175-184). Each of these articles gives credence to the living textbook of chemistry content claim.

An example of JCE as the living textbook of chemical pedagogy is "A Review and Discussion of Epistemological Commitments, Metacognition, and Critical Thinking with Suggestions on Their Enhancement in Internet-Assisted Chemistry Classrooms," authored by Chin-Chung Tsai (pp 970-974). Looking beyond the lengthy title reveals that the article summarizes current understanding of how students acquire the skills and beliefs necessary for meaningful learning. The living textbook aspect of the article, however, is found in the discussion on how the Internet may be used to help chemistry students develop these skills and beliefs. This article, a Research: Science and Education feature, is supported by extensive literature citations. Articles published in this feature do not necessarily offer detailed prescriptions for addressing a specific or immediate classroom need. However, such articles are a means of keeping abreast of developments in chemical pedagogy that can be applied in your classroom or lab to improve learning.

Supplementing a professional reading diet of chemical demonstrations, laboratory summaries, and classroom teaching strategies with accounts of new chemical discoveries and new understandings of chemical pedagogy is a healthy choice for the "living chemistry" teacher.

Literature Cited

1. Calvin, M. J. Chem. Educ..1987, 64, 335.
2. Wink, D. J. J. Chem. Educ. 1992, 69, 108.
3. Wink, D. J. J. Chem. Educ. 1992, 69, 264.
4. Schobert, H. H. J. Chem. Educ. 1989, 66, 242.
5. Schobert, H. H. J. Chem. Educ. 1989, 66, 290.