Chemistry education

The universe is subject to the laws of chemistry, while human beings depend on the orderly progress of chemical reactions within their bodies.

The German scientist Justus von Liebig plays a major role in shifting the model of lecture with demonstrations to one that includes a laboratory component.

Liebig was one of the first chemists to conduct a laboratory and his methodology became widespread in the United States due to the efforts of Eben Horsford and Charles W. Eliot.

After working in Liebig's laboratory, Horsford returned to the United States and helped establish the Lawrence Scientific School at Harvard University.

[6] Today, the American Chemical Society on Professional Training requires students to gain 400 hours of laboratory experience, outside of introductory chemistry, to get a bachelor's degree.

Similarly, the Royal Society of Chemistry requires students to gain 300 hours of laboratory experience to get a bachelor's degree.

A second perspective is defined by a self-identified group of chemical educators, faculty members and instructors who, as opposed to declaring their primary interest in a typical area of laboratory research (organic, inorganic, biochemistry, etc.

Chemistry education research is typically carried out in situ using human subjects from secondary and post-secondary schools.

[15] Although there is debate on how to best define SoTL, one of the primary practices is for mainstream faculty members (organic, inorganic, biochemistry, etc.)

to develop a more informed view of their practices, how to carry out research and reflection on their own teaching, and about what constitutes deep understanding in student learning.

[17] Chemistry education has largely relied on a reductionist approach, which involves studying a complex topic as the sum of its parts.

A reductionist approach is beneficial in increasing our knowledge of the natural world, however, it is insufficient in tackling global issues—sustainability, climate change, pollution, poverty, etc.