The document discusses the Chemical Education Material Study (CHEM Study), an innovative science education program developed in the United States and United Kingdom in the 1950s-60s. CHEM Study aimed to develop new high school chemistry curricula and teaching materials through experimentation. It emphasized hands-on learning through experiments where students could discover principles themselves. The program involved developing and testing textbooks, labs, films and other materials to improve chemistry instruction and engage students in problem-solving.

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EDU 09.8 -Theoretical base of physical science
Education-II
CHEMICAL EDUCATION
MATERIAL STUDY
(CHEM STUDY)

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ONLINE ASSIGNMENT
SUBMITTED TO, SUBMITTED BY,
SMITHA MISS SHYMA .K
LECTURER IN PHYSICAL SCIENCE PHYSICAL SCIENCE
BEd STUDENT
F M T C MYLAPURE
SUBMITTEDON :5-8-2015

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SL.NO CONTENT PAGE.NO
1 INTRODUCTION 3
2 CHEM-STUDY 4-6
3 CONTENT OF CHEM -
STUDY
7-8
4 MATERIALS
DEVELOPED UNDER
CHEM STUDY
8
5 GOALS OF CHEM-
STUDY
8-11
6 CONCLUSI0N 12
7 REFERENCES 13
INDEX

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INTRODUCTION
The Chemical Education
Material study (CHEM STUDY) is one of the
innovative science education programme came up
in the developed world mostly in United states and
united kingdom. The project was awarded
continuing grants by the national science
foundation in order to develop an orginal
curriculum in high school chemistry and the
materials needed to implement it. CHEM study still
provides videos and films designed to improve the
teaching aids specially designed to improve the
teaching of chemistry at the high school chemistry
.The course stresses productive learning and
thinking rather than rote learning. The student
really struggles with the problem and motivated
enough to do some problem solving. CHEM –study
experiments allow students to make their own
discoveries of the principles which unify chemistry
and make it easier to understand.

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CONTENT
CHEM –STUDY
CHEM-study (Chemical Education Material study)
is a national chemistry programme for American
high schools (10-12).It was established in 1959 on
the basis of a recommendation by an ad hoc
committee of the American chemical society. The
CHEM-study materials include a text, a laboratory
manual, a teacher’s guide, ten films, programmed
instruction in chemical arithmetic and objective
multiple choice unit and evaluation tests. A series
of 24 videos and related teachers guides and
teaching aids specially designed to improve the
teaching of high school chemistry, and a
correlation chart relating individual videos to
specific chapters of the most popular chemistry
texts is available.
In the summer of 1960 a
group of eminent chemists and enthusiastic

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chemistry teachers met at Harvey mud college, in
clavemont to write a text book and a laboratory
manual. This material was tried out in 24 high
schools during 1960-61.About 1300 students were
involved in this tryout. The feedback of this tryout
was used by second writing team in the summer of
1961 at the university of California in Berkeley.
This group produced second experimental editions
of the textbook and the laboratory manual, and
developed a complete teachers’ guide. During
1961-62 this revised material and teachers guide
were tried out in 130 high schools scattered across
the united states. This time 13,000 students were
involved in the tryout. Some additional
experimental schools were again added to the
tryout programme during 1962-1963.
CHEM-study is an
experimental based chemistry course. The course
stresses productive learning and thinking rather
than rote learning. Each succeeding step has

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‘discovery’ based on laboratory work. The student
really struggles with the problem and is motivated
through to do some problem solving. There is an
experimental on lit candle where the student is
asked to write down as many observations as he
can make. He then compares his list (usually 10 to
12 observations ) with the list of a professional
chemist, which has 53 observations. The big
difference in the number and the quality of
observations comes as a surprise and eye opener
to most of the CHEM-study materials are highly
integrated around the development of concepts,
principles , observed in the experiments to new
situations.

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CONTENT OF CHEM STUDY
1.Emphasis on, the structure of chemical
systems including electron structure, the
geometrical arrangement of the atoms, their
relative size and shapes, the packing
together of atoms and molecules the forces
between them and how these affect their
chemistry, is expected to guide the student
in his understanding and interpretation of
the complex chemical formula.
2.The text material begin with an overview of
the field of chemistry.
3.The student is introduced to major
generalization including energy and
chemical reactions, rates of chemical
reactions equilibrium and chemical
reactions , stochiometry atoms, and their
structure

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4.After the generilizations have been
developed throught experimentation ,the
students are expected to continue using
what they have learned in interpreting and
understanding more complex ideas
5.It has 25 chapters
MATERIALS DEVELOPED UNDER CHEM STUDY
 Text book
 Laboratory manual
 Teacher’s guide
 Supplementary material
 16mm colour movies films
 Series of chemistry monographs
GOALS OF CHEM -STUDY
The goals of CHEM study, as set forth in the
orginal proposal to the National science
foundation were

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a.To diminish the correct separation between
scientists and teachers in the understanding of
science.
b.To encourage teachers to undertake further
study of chemistry courses that are geared to
keep pace with advancing scientific frontiers
and there by improve their teaching methods.
c.To stimulate and prepare those high school
students whose purpose it is to continue the
study of chemistry in college as a profession.
d.To further in those students who will not
continue the study of chemistry after high
school an understanding of the importance of
science in current and future human activities.
In seeking to attain these
objectives the main activities of CHEM-study

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has been to produce, tryout, refine and publish
course material for use by high school
chemistry teacher and student. The teacher’s
guide contain outline of the text content a list
of new concept to be presented, a suggested
time schedule, instructions for preparation of
experiments and results, references of books,
films, worked out text exercises and problems
and suggested quiz questions .Other printed
material includes ‘A programmed sequence on
the slide rule’ and ‘A programmed sequence
on exponential notation, to help students
deficient in mathematical skills.
CHEM-study and chemical
bond approach are two parallel courses in
chemistry .They differ in their approach. CHEM
study uses inductive approach while CBA uses
the deductive approach practical work
proceedes in CBA while the order is reversed in
CHEM study. Students are allowed to discover
many fundamental ideas and relations in

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chemistry. CHEM-study experiments allow
students to make their own discoveries of the
principles which unify chemistry and make it
easier to understand. It emphasizes careful
observations and quantitative measurements
under controlled experimental conditions. It
stresses the preparation of tables for recording
data. It involves challenging discussions and
questions, helping in the application of
principles, observed in the experiments to new
situations.

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conclusion
The CHEM-study materials are highly
integrated around the development of
concept, theories and ideas in chemistry. It will
help to build up the knowledge of students in
chemistry. In this programme the student
usually does the experiment before he reads
the material from the text book or before the
material is discussed in the class. The student
discovers many fundamental ideas and
relations himself and discusses them with his
classmates, instead or reading them from the
text book or hearing them by the teacher.

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REFERENCES
 Science Education –Methodology of teaching
and Pedagogic Analysis -Dr.K.sivarajan,
Prof.A.Faziludeen.
 Teaching of science –Siddiq &Siddiqi.
 http://en.m.wikipedia.org.
 Science Education-Theoretical Bases of Teaching
and Pedagogic Analysis – Dr.T.K.Mathew,
Dr.T.M.Mollykutty.