The technical and safety laboratory teaching competencies needed to teach high school Chemistry I

Abstract

In 1984, the Texas State Board of Education enacted a series of curricular changes in public education. One of the changes mandated that 40% of secondary science class time be spent on "hands- on" activities. The purpose of this study was to develop a list of technical competencies needed by all teachers to effectively implement and successfully instruct a Chemistry I laboratory program. A careful review of the laboratory manuals that accompany the state-adopted Chemistry I textbooks generated a list of technical and safety laboratory teaching competencies. The list was validated by a panel of experts in chemistry, science education, and chemistry teaching. The survey instrument was composed of 120 technical and safety laboratory teaching competencies, accompanied by a demographic checklist. Professional and experienced Chemistry I teachers with membership in the Associated Chemistry Teachers of Texas (ACT2), pre-service teachers enrolled in secondary science methods courses in the Spring of 1989 and seeking certification in chemistry and/or composite science, university/college chemistry professors known to be involved in chemical education , and science teacher educators were surveyed. There was greater agreement between ACT2 teachers and pre-service teachers than between ACT2 teachers and the other groups as to the number of technical and laboratory teaching competencies needed to teach Chemistry I. Chemistry majors reported having more of these competencies than other science majors or education majors. Unsolicited comments showed that many ACT2 teachers applauded the establishment of a list of needed technical and laboratory teaching competencies. After analyses of the data, a recommended list of 110 technical and safety laboratory teaching competences was complied.