A Method of Integrating Chemistry Subject Matter into Biological Science Instruction.
The article presents a study on the integrated programs of biological science and chemistry and evaluates the programs' potential in solving teaching problems found in the biological science discipline. The study attempts to measure the extent of the loss of knowledge of chemistry among physiology s...
| Publicado en: | Science Education Vol. 59; no. 2; pp. 167 - 176 |
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| Formato: | Artículo |
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Wiley-Blackwell
Apr-Jun1975
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19191464&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19191464 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Apr-Jun1975 vid: 59 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 19191464 10.1002/sce.3730590204 ppf: 167 ppct: 9 formats: tig: atl: A Method of Integrating Chemistry Subject Matter into Biological Science Instruction. aug: au: Williams, Russell B. affil: Department of Sciences, Southwest College, Los Angeles, California 90047 su: Chemistry education Biology education Physiology education Educational programs High school students College students Universities & colleges Los Angeles (Calif.) California sug: subj: Los Angeles (Calif.) California Chemistry education Biology education Physiology education Educational programs High school students College students Universities & colleges ab: The article presents a study on the integrated programs of biological science and chemistry and evaluates the programs' potential in solving teaching problems found in the biological science discipline. The study attempts to measure the extent of the loss of knowledge of chemistry among physiology students at Southwest College in Los Angeles, California and to devise a laboratory program to strengthen chemistry background and evaluate its relationship to students in the physiology class. An analysis of chemistry knowledge retention by the school where the course was taken was done in three categories: high school students, Southwest College students, and other colleges students. In conclusion, students from secondary chemistry courses may enter the Southwest science program without fear of an adequate background. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1975 holdings: @attributes: islocal: N |
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