Vial Organic - Organic Chemistry Labs for High School and Junior College

1999 ◽  
Vol 76 (1) ◽  
pp. 69 ◽  
Author(s):  
Mark Meszaros ◽  
Thomas J. Russo
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
Junior College

Notes about teaching chemistry in America Part 2. College

2020 ◽  
pp. 118-128
Author(s):  
Michael Georgievich Goldfield
Keyword(s):  
Organic Chemistry ◽  
Computer Software ◽  
Teaching Experience ◽  
Junior College ◽  
Educational Institutions ◽  
College Level ◽  
Lab Experiment ◽  
Teaching Chemistry ◽  
American System ◽  
Lab Experiments

A brief review of the American system of chemical education, at the highschool to junior college level, with emphasis on the content and format of teaching lab experiments. Lab experiment is a mandatory part of any highschool chemistry. In recent years, Vernier’s methods, unified equipment and computer software have been widely used as the basis for conducting a training experiment. The content and organization of laboratory workshops in general and organic chemistry at a number of college-level educational institutions on the basis of the author’s own teaching experience were considered.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

The High School Is Responsible for the Junior College

1948 ◽  
Vol 56 (5) ◽  
pp. 270-274
Author(s):  
James W. Newcomer
Keyword(s):  
High School ◽  
Junior College

Emerging Adult Essay

2017 ◽  
Author(s):  
Loren Groves
Keyword(s):  
High School ◽  
White Male ◽  
Junior College ◽  
Emerging Adult ◽  
Stage I

I’m a 30-year-old white male who graduated high school with a 2.0 GPA by turning in a 10-page report two days before I had to walk the stage. I went to one semester of junior college at Evergreen Valley College. At the time I was also in a band and was sleeping through classes. My teachers asked me to sleep outside if I was going to do that, so I did. Then they would lay the notes and transparencies from their lectures on me when I woke up. I passed all my classes but decided it was time to double down on either band or school, and I chose band....

When Different Types of Education Matter

2017 ◽  
Vol 61 (1) ◽  
pp. 94-113 ◽  
Author(s):  
Soo-yong Byun ◽  
Hyunjoon Park
Keyword(s):  
High School ◽  
South Korea ◽  
Postsecondary Education ◽  
Junior College ◽  
Disadvantaged Students ◽  
Vocational High School ◽  
Academic High School ◽  
Different Types ◽  
Nationally Representative ◽  
Effectively Maintained Inequality

Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.

Sign in / Sign up

Export Citation Format

Share Document