Methods of increasing student and teacher efficiency in the high school chemistry laboratory

Abstract

Scope of Study: Preliminary searching of literature revealed that most information could be obtained from journals relating specifically to instructional methods, since the subject of the report was directly related to high school teaching. With the exception of Volumes 20 and 21 of Science Teacher, all volumes of School Science and Mathematics, Journal of Chemical Education, and The Science Teacher from 1940 through 1956 were examined. The indexes were scanned carefully. Key words used were: apparatus, assistant, chemistry, demonstration, equipment, experiment, high school, laboratory, safety, semimicro, teaching and technique. Every article which, by its title, gave promise of revealing information concerning laboratory efficiency, was given careful attention. Information which was statistical in nature, recently published, or given as a result of many years of experience, was given greater consideration. All worthwhile information was outlined and evaluated as to content, consistency, conformity to normal standards, and degree of correlation with related information from other sources.

Findings and Conclusions: Many methods of increasing high school laboratory efficiency were assembled. The final analysis as to the value of any particular method must rest with individual teachers in specific high school laboratories. However, among the methods found for increasing efficiency, the following appear to hold forth greater promise of success: (1) the use of the semimicro method in student laboratory work, (2) the utilization of student assistants, whose services are compensated for by extra grade points, (3) strict adherence to safety factors, (4) the practice of economy in laboratory administration, (5) the strategic location of references, equipment, and chemicals in the laboratory or classroom~ (6) improved methods of dispensing chemicals and equipment, (7J fuller use of available equipment, (8) use of the laboratory to its optimum extent, (9) the use of demonstrations when feasible, and (10) greater dependence on short quizzes for evaluation of student laboratory work, rather than on extensive laboratory reports for every experiment.