Using Rigor and Relevance To Address Dropouts in the Science Classroom

• Donald J. Wink ^[1]
  1. [1] University of Illinois at Chicago

     University of Illinois at Chicago

     City of Chicago, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 87, Nº 11 (November), 2010, págs. 1119-1120
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This editorial considers the problem of students dropping out of high school and discusses how reports indicate the need for both relevance and rigor in education. It invites readers to consider the role key problems such as dropping out of high school should play in framing and studying initiatives in chemistry education.