C^ornell UWL Cxhemistry February 1992 Issue 53 An Essay on Teaching Science by Professor Bruce Ganem room for exploring and evaluating the allied physical Professor Ganem joined the Cornell sciences, or investigating faculty in 1975. He has taught potential interdisciplinary Chemistry 104, 251, 357, 358, 359, 360, options. Therefore our and 498, and will teach Chemistry 203 department has taken steps to in the Spring 1992 semester. Professor attract a greater number of Ganem won the Clark Distinguished scientifically minded students Teaching Award for 1985-86. to the field by offering the alternative chemistry major. To paraphrase Ezra Cornell's now- Designed around the notion classic words, the mission of the that chemistry truly is "the Chemistry Department is to provide central science,"* the instruction to any student in any aspect alternative major encourages of chemistry. Each fall around 1500 undergraduates to consider students, mostly first-year, enroll in one dual concentrations by of our general chemistry courses (i.e., combining a core curriculum Chemistry 103, 207, or 215). That count in chemistry (often the same has fallen somewhat over the past 15 prerequisite courses as for years; however, the number of students other science majors) with some highly Until now, this aspect of our mission has taking organic chemistry (i.e., Chemistry flexible electives to complement the remained largely unfulfilled. The problem 251, 357-360) has remained steady, interdisciplinary program. The alternative is how to teach nonscientists about indicating continued interest in career major has become quite popular among science. More specifically, how can we choices favoring the biological sciences biology, biochemistry, and premedical inform the next generation of and health-related professions. Thus, students. nonscientists about the major scientific while the health of our teaching program and technological issues that will affect remains strong, these statistics belie the Alongside the specialized training of our personal and national welfare? This situation in two important respects. chemists and other scientists, which has complex question has many college and a long and successful tradition at university faculty deeply divided. Since First, only about 40-50 of those general Cornell, we have a second very science education is "vertical" and builds chemistry students graduate as chemistry important teaching imperative. Liberal upon preexisting knowledge, some majors, and perhaps 30-40% of those arts students and other nonspecialists faculty members want to add more students pursue graduate study in need to gain a more general under- general science courses to the core chemistry or biochemistry. In part this is standing and appreciation of science and curriculum. After all, science and due to the rigorous demands of the technology. Recent studies at the engineering majors at Cal Tech and major, which requires that over 60 credit national level document the lackluster M.I.T. commit 20% of their coursework hours of chemistry and related subjects performance of American students on to the humanities, so why shouldn't be crammed into an already crowded science aptitude tests. Compared to other liberal arts students devote the same time Arts & Sciences core curriculum. Many developed countries we rank at the to science? Perhaps this makes sense, but of our courses have carefully structured bottom of the pack in scientific literacy. it isn't quite so easy to design effective prerequisites, and latecomers to the Clearly, science education in our country science courses for the nonspecialist. major may find it a challenge to catch is in deep trouble. Many survey courses for nonscientists up. Moreover, the schedule leaves little emphasize factual memorization but do semester and spoke with students to find absent-minded or inept, sometimes little to explain the scientific process. out their impressions of the course. helpless in the face of our own They shed almost no light on the creations. With a large, captive audience scientist's way of thinking or working. Not surprisingly, some of the liberal arts of nonscientists one may be tempted to students I met had been discouraged by turn courses like Chemistry 203 into a Everyone should understand the concept, their first science course in high school. tirade in defense of science; however, woven into the fabric of all research, I was impressed that, despite such this tactic can easily backfire. A better that scientific theories are never proved, negative experiences, many seemed to way to help improve current attitudes they are instead deduced from impartial approach the course material with an toward science is for each of us to experimental observations. These theories open mind. As they reach out, we must explain more skillfully what we do (and may then gain wide acceptance, or be meet these students halfway, both by why we do it). We must write more disproved, but they can never be proved. doing a more effective job as teachers clearly in our textbooks, teach more Scientists know implicitly that theories and by recognizing that the needs of the enthusiastically in our classes, and are always subject to further testing, and nonscientist require innovative changes interact more positively and effectively that many theories will wither as better in our curriculum. Much in the format with one another on matters of science ones come along. This is the essence of and protocol of our current courses and public policy. the scientific method, and the relentless remains the familiar drill of homework questioning in search of better and exams, problem sets, and test Chemistry 203 represents a promising explanations is an integral part of the questions. This approach may be fine for new step in this direction for our way science works. the promising scientists in our department Judging from end-of-term classrooms, but it is not very meaningful questionnaires, the course was an During the Spring 1991 semester our to other elements of the student unqualified success, and we plan to department offered a course for population who are more interested in continue offering it on a regular basis. nonscientists entitled The World of understanding and appreciating the major Unfortunately, the problem will not be Chemistry, which was taught by intellectual methods of science. We must solved by our efforts alone at the Professor David Harpp from McGill be careful not to confuse one challenge university level. The entire educational University. Chemistry 203 aroused quite — the job of inspiring and training system in the United States places too a lot of interest when it was first young science students for math and low a priority on understanding science announced, and its enrollment of nearly science careers — with the equally at a time when we as a society are 400 students was gratifyingly large. The important but much different job of called upon increasingly to make course curriculum was broadly based and educating nonspecialists in the scientific informed and intelligent decisions on a included such topics as the chemistry of process. Just as a proper balance of fact variety of important technological issues. food and nutrition, the development of and method must be reached, so must Rather than stress the barriers imposed additives and sweeteners, the history of we balance the needs of those learning by the vertical nature of classical science drugs and their sources, household to do science with those being educated education, educators should devise an chemistry, the chemistry of plastics and about science. innovative and exciting curriculum polymers, biotechnology, the scientific starting in high school (or better yet, publication process, and ethics in Another obstacle that affects the teaching grade school) to help young people science. Slides and other visual aids of science to nonscientists is the rather understand the discipline and were used extensively, and several in- tarnished image we scientists enjoy. methodology that is central to science. class demonstrations by Professor Harpp Scientists are usually regarded as a breed were particularly well received. I apart, and people are suspicious of what * Reference to most recent National attended many of the lectures during the we do. We are often portrayed as Academy of Sciences Report on Chemistry. Cornell Science Connection The Cornell Science Connection is an principal about the school's science system established to help them answer organization of Cornell undergraduate curriculum. Brad was invited to attend those questions was cumbersome; and graduate students and faculty an "in-service" session for elementary students often lost interest in the volunteers whose goal is to foster interest teachers sponsored by the Ithaca Science question by the time the answer came in science among elementary school Center. He discovered that many back to the classroom. pupils. elementary school teachers did not teach physical science because they felt At this same time, Brad became The group got its start two years ago. uncomfortable with the subject matter. acquainted with Baiba Woodall, a Brad Pendley, then a graduate student in They were frustrated by their inability to Trumansburg elementary school teacher Hector Abmfta's group, asked his son's answer the questions raised by their who had received the Presidential Award kindergarten teacher and the school naturally curious pupils. The support for Excellence in Science and Math Teaching. Brad heard