Students Preferences for Industrial Case Studies ,

Hemi Nae Department of Plastics Research

Avi Hofstein Department of Science Teaching, The Weizmann Institute of Science Rehovot, Israel 76100

Incorporation of industrial aspects of chemistry into the rhemisGy rurriculum has been iuggested as a means of de- veloping an understanding of the factors invoked in the social implirations uf chemical technulogy and in preparing "to- morrow's citizens" tu be future drrision makers ( 1 - 4 ) .

The curriculum 'Chemistrv for Hieh Srhool" (51 is now taught in the majority of 1srah schoog in grades 10-12 and is based on inquiry techniques, concept f ~ ~ a t i o n , and a large measure of laboratory work. The course includes a general introduction to chemical industries as well as a discussion of ~ ~~~ ~~

the socioeconomic factors that effect the industry. Case studies chosen from important local industries include:

1) The copper industry. This study of acopper mine in Iarael in- cludes such topics asconstruetion of a chemical plant, produc- tion of copper, and considerations, such a3 cast factors, that led hoth to the shutting down of the mine and to its recent re- opening.

2) The bromine industry. This is illustrated by a study of the production of potash and bromine from the Dead Sea. The various uses of such material in fertilizers, pesticides, and gas- oline additives and the factors involved in the location of a new plant for producing hromine and its compounds are included.

3) The PVC industry. Vinyl chloride and its polymerization to polyvinyl chloride-PVC were investigated. Ecological and health nroblems associated with vinvl chloride and mercurv pdlutmn are dirrussed along with alwrnative rotires of pn,- duct~on and cost evaluntm~.

Objectives for Industry Chemistry A recent evaluation of the Dropram focused on the objectives

for teaching such a course. Questionnaires were sentio high school teachers and students. It was found that hieh school teachers and high school students rated the unpurtahce of the obiectivrs similarlv. We runsider this an imporant finding which should be considered in the development of further industrial-related curricular materials. There is little doubt that consensus between ~eachers and studrnw roncerning the ohiecrives of the course will hrly, in teachinr and learning such aninterdisciplinary topic.

Students and teachers perceived there was need for such a course. Those students majoring in chemistry identified the most important objectives of the course as:

1) The demonstration of how chemical principles and concepts are applied in industry.

2) Learning about the processes and manufacture of the specific chemical products.

However, the manufacture of products used in daily life, ca- reers in the chemical industry, and engineering aspects are not perceived as very important obiectives. These students were much more inte&ted in study(ng the economic aspects than the technolwical onrs. This may he a result of their awareness of economicproblems they encounter in everyday life (e.g., a t home and through television and newspapers).

Students in vocational schools, which are geared toward preparation for a career in industry and emphasize techno- logical and engineering aspects, ranked the training of stu- dents for careers in the chemical industry as the most im- nortant consideration.

I t is interesting to note that teacher preferences of processes and products were similar to those of their students.

Conclusions and lmplicatlons The incorporation of industrial case studies of this type into

the chemistry curriculum faces two difficulties:

1) The industrial topics must fit into the academically oriented curricnl~nm ~

21 Thc teachers ore reluctant ul wach awh n course k a w of lack uf knowledge uf the SU~,JQCI matter and rlwr heslrnrion todls- cuss interdisciplinary aspects in the classroom.

To overcome these problems, we recommend that in-service courses for teachers bk developed that focus on the industrial processes while also discussing the interdiscidinary aspects involved and how to incorpor& this materiai into the class- rooms. Visits to the chemical industry and discussion of the administrative aspects are also recommended (6, 7). In this way, teachers hecome more comfortable with the inclusion of such material in the chemistry curriculum.

More details of the evaluation and findings can be obtained by writing to the authors.

Literature Cited (1) Hallaa, G..snd Hwhe, W. J., '"Schml Science Review." 56.164 (1914). 12) Rutherford, J., and Gardner, M.. "New Trends in Integrated Science Teaching." Vol.

1.47, UNESCO, Psria (19711. (31 Lewi8.J.. PhysiesEduc.. 13.340 (1978). (4) Nac, N., Hafstein, A,, and Samuel, D., J. CmM. EDVC., 57,366 (1980). (51 Ben-Zvi, R., and Samuel, D., "Remrt No. 4 onthe Pmjaet far Hiah khml Chomistn.

in 1smeI''The Weimm I~~tithetefSdenee, ~ ~ h o & , 1976. - (8) Nse. H.. and Hofstein. A,, in "P~~" , i ce and 111ervice Ed"~dfi0" i f ssiene Teachers."

(Edifors:Tsmir. P., Hofstein. A,. and Ren-Peretz, M.1, Ralaban Intcrnstionel. Phil- d d n h i . l a m " ?*> "-" .y... ", .""",r.

(71 Nap, H., Msndler, V., Hofstein,A., and Samuel, D., J. CHBM. EDUC., 59,582 (19821.

198 Journal of Chemical Education