Science and nature have great potential to excite students to discover the secrets of the universe from solar systems to sub-atomic particles, but current teaching practices either deprive or diminish the joy of exploration and learning science. Science classes mainly emphasize proving what is right or wrong (i.e., cookbook-style experiments). The focus has turned from an outer world full of mysteries to an abstract world of principles. More significantly, these courses have been isolated from the environmental and societal problems of the world. Since then, retention rates in STEM fields have been decreasing, and there has been a growing demand to increase both the quality and quantity of people in the scientific workforce. In this study, we surveyed 127 chemistry professors across the country to identify the methods and strategies they utilize to make chemistry learning meaningful and relevant while documenting the challenges they face in this process. Although there are a considerable number of professors that still depend on traditional curriculum that is disconnected from relevant issues, it was noted that several professors are investing more time and resources in developing new curricula that embrace socio-scientific issues at different levels. These efforts result in positive changes in students’ attitudes towards learning science and earning a degree in STEM fields. In this talk, some of these promising examples and successful strategies will be shared in addition to discussing the obstacles in the way of these efforts.

Removing walls around science: The efforts that make chemistry meaningful again

2019 Spring National Meeting

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