Strengthening High School Chemistry Education Through Teacher Outreach Programs

A strong chemical workforce in the United States will be essential to the ability to address many issues of societal concern in the future, including demand for renewable energy, more advanced materials, and more sophisticated pharmaceuticals. High school chemistry teachers have a critical role to play in engaging and supporting the chemical workforce of the future, but they must be sufficiently knowledgeable and skilled to produce the levels of scientific literacy that students need to succeed. To identify key leverage points for improving high school chemistry education, the National Academies' Chemical Sciences Roundtable held a public workshop, summarized in this volume, that brought together representatives from government, industry, academia, scientific societies, and foundations involved in outreach programs for high school chemistry teachers. Presentations at the workshop, which was held in August 2008, addressed the current status of high school chemistry education; provided examples of public and private outreach programs for high school chemistry teachers; and explored ways to evaluate the success of these outreach programs.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Despite the increase in funding for research and the rising numbers of peer-reviewed publications over the past decade that address the environmental, health, and safety aspects of engineered nanomaterials (ENMs), uncertainty about the implications of potential exposures of consumers, workers, and ecosystems to these materials persists. Consumers and workers want to know which of these materials they are exposed to and whether the materials can harm them. Industry is concerned about being able to predict with sufficient certainty whether products that it makes and markets will pose any environmental, health or safety issues and what measures should be taken regarding manufacturing practices and worldwide distribution to minimize any potential risk. However, there remains a disconnect between the research that is being carried out and its relevance to and use by decision-makers and regulators to make informed public health and environmental policy and regulatory decisions. Research Progress on Environmental, Health, and Safety Aspects of Nanomaterials evaluates research progress and updates research priorities and resource estimates on the basis of results of studies and emerging trends in the nanotechnology industry. This report follows up the 2012 report A Research Strategy for Environmental, Health, and Safety Aspects of Engineered Nanomaterials, which presented a strategic approach for developing the science and research infrastructure needed to address uncertainties regarding the potential environmental, health, and safety risks posed by ENMs. This new report looks at the state of nanotechnology research, examines market and regulatory conditions and their affect on research priorities, and considers the criteria for evaluating research progress on the environmental, health, and safety aspects of nanotechnology.

The nanotechnology sector, which generated about $225 billion in product sales in 2009, is predicted to expand rapidly over the next decade with the development of new technologies that have new capabilities. The increasing production and use of engineered nanomaterials (ENMs) may lead to greater exposures of workers, consumers, and the environment, and the unique scale-specific and novel properties of the materials raise questions about their potential effects on human health and the environment. Over the last decade, government agencies, academic institutions, industry, and others have conducted many assessments of the environmental, health, and safety (EHS) aspects of nanotechnology. The results of those efforts have helped to direct research on the EHS aspects of ENMs. However, despite the progress in assessing research needs and despite the research that has been funded and conducted, developers, regulators, and consumers of nanotechnology-enabled products remain uncertain about the types and quantities of nanomaterials in commerce or in development, their possible applications, and their associated risks. A Research Strategy for Environmental, Health, and Safety Aspects of Engineered Nanomaterials presents a strategic approach for developing the science and research infrastructure needed to address uncertainties regarding the potential EHS risks of ENMs. The report summarizes the current state of the science and high-priority data gaps on the potential EHS risks posed by ENMs and describes the fundamental tools and approaches needed to pursue an EHS risk research strategy. The report also presents a proposed research agenda, short-term and long-term research priorities, and estimates of needed resources and concludes by focusing on implementation of the research strategy and evaluation of its progress, elements that the committee considered integral to its charge.

Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation�s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: What is effective laboratory teaching? What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum-and how that can be accomplished.

This book presents a story of school improvement activity in East Africa from 1985 to 2000, which focused on sustained teacher development. The core of the book consists of six evaluations of school-and district-wide school improvement projects (SIPs) supported by the Aga Khan Foundation in Tanzania, Kenya, and Uganda. The case studies present an evolving body of knowledge about the successes and challenges of a comprehensive approach to school improvement grounded in a common set of strategic principles. The strategic principles embody the belief that the chances for quality improvement in teaching and learning are greater when change efforts *are school-based, *involve whole schools as the unit of change, *emphasize the ongoing professional development of teachers, *attend to school management and organizational conditions affecting the capacity of teachers to implement change, * prepare for the institutionalization of organizational structures and processes that enable continuous school development, and *evolve through partnerships among relevant education stakeholders. The book concludes with commentaries by international experts in school improvement and teacher development on the SIP project designs, implementation and outcomes, and on lessons that can be drawn from the projects and their evaluations for school improvement policy, practice and theory in developing and developed countries around the world.

Chemistry graduate education is under considerable pressure. Pharmaceutical companies, long a major employer of synthetic organic chemists, are drastically paring back their research divisions to reduce costs. Chemical companies are opening new research and development facilities in Asia rather than in the United States to take advantage of growing markets and trained workforces there. Universities, especially public universities, are under significant fiscal constraints that threaten their ability to hire new faculty members. Future federal funding of chemical research may be limited as the federal budget tightens. All of these trends have major consequences for the education of chemistry graduate students in U.S. universities. To explore and respond to these intensifying pressures, the Board on Chemical Sciences and Technology held a workshop in Washington, DC, on January 23-24 2012, titled "Graduate Education in Chemistry in the Context of a Changing Environment." The workshop brought together representatives from across the chemical enterprise, representing leaders and future leaders of academia, industry, and government. The goal of the workshop was not to come to conclusions, but to have an open and frank discussion about critical issues affecting chemistry graduate education, such as the attraction and retainment of the most able students to graduate education, financial stressors on the current support model and their implications for the future model, competencies needed in the changing job market for Ph.D. chemists, and competencies needed to address societal problems such as energy and sustainability. Challenges in Chemistry Graduate Education: A Workshop Summary is organized into six chapters and summarizes the workshop on "Graduate Education in Chemistry in the Context of a Changing Environment."