Of compliments and complements - International perspectives on the American Association of Chemistry Teachers

Abstract

This commentary provides an international perspective on the recent decision by ACS to create and fund the American Association of Chemistry Teachers (AACT). Comments are informed by observations of what works in other countries to support K-12 chemistry teachers. The initiative is seen as timely and important, promising to support teachers in the United States who prepare individuals to serve as productive members of society at formative periods in their lives and learning. Structured interactions between K-12 chemistry teachers and postsecondary teachers and researchers in the ACS Division of Chemical Education should have synergistic benefits. Suggestions for emphases in implementation of AACT are given, including attending to pedagogical content knowledge and the origins and progression of student conceptions. AACT is also encouraged to work closely with other professional organizations that support U.S. chemistry teachers, such as the National Science Teachers Association. Experiences in other countries of chemical societies working closely with K-12 teachers to implement the International Year of Chemistry show how much enthusiasm, insight, and excitement K-12 teachers can bring to national societies. © 2013 The American Chemical Society and Division of Chemical Education, Inc.