Improving high school chemistry teaching via the 'trickle up' effect: A perspective on the new AP chemistry curriculum framework

摘要

The redesign for the advanced placement chemistry course has been completed, and its impact is expected to be felt both by those in K-12 classrooms and in higher education settings when it is enacted nationwide next year. A "trickle up" effect to college-level chemistry curricula from high school classrooms using the new College Board framework is one possible outcome of the redesign. The Journal hopes to be a valuable resource to teachers anticipating the shifting focus of the course and the demands it will place on their teaching and assessment practices.