The use of microtechniques in the teaching of chemistry

Summary

It was pointed out that although small scale experimentation, micromethods, and microtechniques were considered for teaching even at elementary level over 100 years ago, their adoption has been very slow, and to a very large extent they have remained in the realm of the specialist.

Though it may appear strange at first sight that there should be reluctance to experiment with methods of teaching science, an area of knowledge whose very heart is continuous experimentation, a small amount of reflection will show that teaching methods are a part of the sum total of the complex called “culture” which changes only slowly over a period of centuries. There is a definite trend towards the adoption of these methods for teaching chemistry not only at the college level, but also at the intermediate educational level, not alone because of the saving of time and materials but also because micromethods impart superior disciplines.