Chemical Education International, Vol. 3, Issue 1, AN-3, Received in April 19, 2002

J D Bradley
CHAIRMAN: CTC
E-mail: [email protected]

Introduction

On the occasion of the 16th International Conference on Chemical Education held at the Eotvos Lorand University, Budapest, 5 - 10 August, 2000, a workshop was convened to address the following questions:

A. What are the new trends in chemistry teaching - at school and university?

B. How can teachers of chemistry in different countries be informed of the new trends?

C. How can teachers of chemistry in different countries be enabled to adopt and adapt new trends, if they are appropriate?

The motivation for discussing these questions was the shared interest of UNESCO and IUPAC (CTC) in identifying, communicating and facilitating the uptake of new ideas in chemistry teaching. It is clear that events such as the International Conferences on Chemical Education are valuable for the participants. But these are just a tiny fraction of the teachers of chemistry, and others responsible for educational decisions, in the world. How can they derive value from these events too? How can UNESCO and IUPAC (CTC) meet their global commitments?

Methodology

The workshop in Budapest involved 22 individuals (plus Dr A Pokrovsky, UNESCO and Prof J D Bradley, IUPAC - CTC) of whom 9 were school chemistry teachers from the region (Hungary, Romania), and 13 were university - level chemistry teachers from a wide variety of other countries. (A list is attached). The questions posed above were discussed in groups and the group responses presented in plenary session. In addition to these oral discussions, written responses were submitted by 5 participants and one invitee who was unable to attend.

The outcomes have been summarised by the convenor, Prof J D Bradley, Chairman, IUPAC - CTC, reviewed by Prof J J Lagowski, Secretary, IUPAC - CTC and now distributed to participants.

Outcomes

A. What are the New Trends in Chemistry Teaching - at School and University?

(1) Student - Centredness

There is a broad trend that influences curriculum content and methodology. This is a trend to focus on learners: - their characteristics, needs, interests, learning styles, etc - and to engage them in active construction of their knowledge. In short, it reflects constructivist thinking. This is not the traditional style, where the teacher and the subject (chemistry) dominates. The new trend is expressed in a variety of ways, for example active learning, participatory learning, hands - on experimentation, relevance, applications, social issues.

(2) Chemistry and Other Sciences

There is a trend reflecting awareness that solving many current and future problems requires a multi - disciplinary approach. Furthermore, chemistry, "the central science", is increasingly permeating other sciences as chemical knowledge and skill become increasingly sophisticated.
Finally, the impact of science (including chemistry) on society and the global environment, is increasingly marked. Chemistry may be an identifiable discipline but it can no longer be adequately understood if treated in isolation or narrowly - interpreted.

There are therefore moves in several countries towards what is expressed as integrated science, globalisation of approach, a systemic approach, etc. It is feared by some that curricula reflecting this trend will cover less chemistry, but this is debatable.

(3) Scientific Literacy

There is widespread recognition that the increasing impact of science on society and the global environment calls for improved scientific literacy in the general public and social leaders. The basic ideas behind the concept of sustainable development, should be universally recognised. Chemistry curricula are needed therefore to serve future citizens as well as future experts.

(4) Methodologies

There is a general harmony amongst the three trends noted above. There is a move away from the narrow, authoritarian, specialised style towards the global, democratic, multi - disciplinary style. Inevitably there are implications for methodologies of teaching and learning. There is a strong trend towards active individual and group work, as opposed to passive reception in lecture - mode. Information technology is increasingly used in a global search for information, as an aid to visualisation of abstract concepts, as a problem - solving tool.
A counter - balancing movement emphasises the essential role of practical experimentation which grounds concept learning and scientific literacy in real experiences. Skills learned in experimentation have life - long value to the future citizen as well the future expert. Small scale experiments are seen as advantageous for achieving these outcomes.

B. How can Teachers of Chemistry in Different Countries be Informed of the New Trends?

Nationally and locally, conference delegates bear a responsibility for disseminating information in their own country. They may undertake this dissemination through articles in journals and newsletters, perhaps making use of those emanating from a national chemical society or chemistry teacher association. In addition local meetings provide an opportunity not only to describe but to engage in activities which exemplify the new trends. All these dissemination mechanisms have the advantage that the 'messenger' uses the local language and is sensitive to the local culture and practices (especially as they affect chemistry teachers).

The above mechanism has such potential value that it should be formally emphasised at future ICCEs, whilst strong participation of teachers from the region should be insisted upon. Regional conferences can add significant inpetus to this process.

Global dissemination of information, especially electronic (internet, CD) also has great potential value. It is comparatively inexpensive where the infrastructure exists. Language and culture are not catered for however, and local translation and adaptation are likely requirements.

Hence whatever media, other than individual personal transmission, of informing chemistry teachers are considered (printed or electronic) the same local/national characteristics must be accommodated at some stage. This does not meant the global electronic dissemination in English has no value: it means its value is limited to a greater or lesser degree.

Satellite centres may be conceptualised as a useful interface in this regard, especially in developing countries. These centres are envisaged as locations with the capacity and technology to take the global dissemination into the furtherest reaches of the country by the most appropriate means.

C. How can Teachers of Chemistry in Different Countries be Enabled to Adopt and Adapt New Trends, if They are Appropriate?

There is widespread acknowledgement that transforming awareness into practical action is difficult to achieve. New trends need to be carefully considered for their potential applicability to the national situation. Overwhelmingly it is nationals of the country concerned who must consider, trial and decide. Again, language and culture will be unavoidable realities to accommodate. Little will be effective until information, exemplary material, etc. is available in a national language and, preferably in a style and format that is typical or acknowledges national expectations.

It is also necessary to take a systemic approach in adopting new trends: implementation of a new idea without regard to possible other curricular implications is generally disruptive and ineffective.

In the least developed countries, there may not be sufficient capacity to consider, adapt and trial new ideas. International consultants may have important roles in such countries. However, meaningful involvement of local educators is essential if they are to take ownership of a new trend.

Conclusions and Recommendations

It is acknowledged that neither UNESCO nor IUPAC have large financial resources. Furthermore neither organisation seeks to direct or dictate national education programmes. However both organisations desire to assist all countries to improve and develop the quality and quantity of education available. In this regard chemistry education is an important component and UNESCO - IUPAC cooperation can be of benefit to all. This report of the workshop at the end of 16 ICCE, by reviewing and identifying trends in chemistry teaching and their means of dissemination, should inform such cooperation.

In conclusion therefore we recommend that:

1. the outcomes reported here be used as a basis for joint strategic planning of UNESCO - IUPAC cooperation in chemistry education;

2. an end-of-Conference workshop to review trends and their dissemination be a regular feature of future ICCEs.

J D Bradley

17 August 2000

Participants

1. Prof S P Songca, Univ. of Transkei (S. Africa)
2. Prof A F Fahmy, Ain Shams Univ. Cairo (Egypt)
3. Prof W Zhu, Beijing Normal University (China)
4. Mme M Rannikmae, Univ. of Tartu (Estonia)
5. Prof J J Lagowski, Univ. of Texas, Austin (USA)
6. Prof M M Ito, Soka Univ., Tokyo (Japan)
7. Prof C H Do, Sunchon National Univ. (Korea)
8. Prof N Tarasova, Mendeleev Univ., Moscow (Russia)
9. Prof M E M Pestana, Univ. of Lisbon (Portugal)
10. Prof Y Orlik, Javeriana Univ., Bogota (Colombia)
11. Mme M Ahtee, Univ. of Jyvaeskylae (Finland)
12. Dr O Serafimov, Assoc. Centre to INCS of UNESCO (Germany)
13. Dr J B Holbrook, ICASE (Cyprus)
14. Mme T Buzogany (Romania)
15. Mme L Kolumban (Romania)
16. Mme G Voroshazine - Kele (Hungary)
17. Mme R Peter (Romania)
18. Mme I Tokes (Romania)
19. Mme I Ferenczi (Romania)
20. Mr B Tunde (Romania)
21. Mme E Demeter (Romania)
22. Mme K Koszo (Hungary)
23. Dr A Pokrovsky (UNESCO)
24. Prof J D Bradley (IUPAC - CTC)

By Document

Prof. S. O. Wandiga (Kenya)
Prof. Y. Takeuchi (Japan)