Benchmarking problems used in second year level organic chemistry instruction

Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a second-year organic chemistry course in a South African context. It offers a unique contribution in terms of catering to the needs of a diverse student body. Three open-ended questionnaires were used to probe: (1) students’ perceptions of the learning support; (2) students’ preferences for different types of learning support offered; and (3) students’ suggestions for improvement. Semi-structured individual interviews were used to obtain clarity on some of the responses from the questionnaires. Analysis of students’ responses revealed that the face-to-face component was highly valued as it gave the students the opportunity to ask questions and obtain answers in real time; the online component, especially Learnsmart, was found helpful for its flexibility and providing limitless opportunities to practice or revisit concepts. The discussion board was the least valued due to the overwhelming number of postings, and the students felt they were forced to participate in order to get marks. The students experienced the course as too fast-paced possibly reflecting cognitive overload, a potential weakness of the supplemental blend. The findings will be useful in many other contexts where the student body is diverse in terms of language proficiency and the level of preparation for the demands of organic chemistry as a discipline.

Download Full-text

The Principle of Conservation of Structural Aspect: Facilitating Visual Communication and Learning in Organic Chemistry Instruction

10.26434/chemrxiv.8144075.v1 ◽

2019 ◽

Author(s):

john andraos

Keyword(s):

Organic Chemistry ◽

Chemical Reactions ◽

Reaction Mechanisms ◽

Visual Communication ◽

Structural Aspect ◽

Chemical Bonds ◽

Journal Articles ◽

Chemistry Instruction ◽

Individual Reaction ◽

Training Exercises

An effective pedagogical method is presented for the visual communication of chemical reactions learned in organic chemistry undergraduate courses. The basis for the method is the preservation of the visual aspect of reactant and product structures so that the tracking of cleaved and formed chemical bonds is made self-evident. This consequently leads to improved clarity of presentation and a better understanding and grasp of proposed reaction mechanisms to explain product outcomes. The method is demonstrated for a variety of individual reaction types and synthesis plans. Various visual training exercises are also presented using ChemDraw Ultra 7.0 software and literature table of contents (TOC) graphics appearing in journal articles.

Download Full-text

Biodiesel: uma experiência com alunos do ensino tecnológico

#Tear: Revista de Educação, Ciência e Tecnologia ◽

10.35819/tear.v1.n2.a1725 ◽

2012 ◽

Vol 1 (2) ◽

Author(s):

Sinara München ◽

Denise Da Silva ◽

Francele Carlan

Keyword(s):

Organic Chemistry ◽

Social Issues ◽

Biodiesel Production ◽

Teaching Methodology ◽

Technological Education ◽

Second Year

Resumo: Neste trabalho, descrevemos uma atividade associada à temática biodiesel desenvolvida junto a uma turma de segundo ano do Ensino Tecnológico. O objetivo foi trabalhar alguns conceitos de Química Orgânica e a associação desses com o meio ambiente ressaltando a discussão na produção de biocombustíveis. Buscamos como base para a metodologia de ensino os momentos pedagógicos propostos por Delizoicov e Angotti (1991), por permitirem a realização de diferentes atividades. Para avaliar e validar esta prática, foi aplicado um questionário ao final, através do qual pode se destacar que a proposta é uma interessante estratégia de ensino na aproximação entre a ciência e problemas sociais e ambientais. Palavras-chave: Biodiesel. Ensino. Química Orgânica. Biodiesel: an experience from students of Technological Education Abstract: In this study, we describe an activity related to the biodiesel subject which was applied to a second year class of Technologial Education. The goal was to work on some Organic Chemistry’s concepts and its association to the environment emphasizing the discussion in the biodiesel production. We propose as teaching methodology the pedagogical moments proposed by Delizoicov & Angotti (1991), which enable different activities to be done. A questionnaire at the end of the activity was filled out by the students in order to evaluate this approach, which validated the activities done as an excellent approach for teaching students to assign the science to the environment and social issues. Keywords: Biodiesel. Teaching. Organic Chemistry.

Download Full-text

A Mixed-Aldol Condensation Reaction with Unknown Aldehydes and Ketones: Employing Modern Methods To Improve the Learning Process for Second-Year Undergraduate Organic Chemistry Students

Journal of Chemical Education ◽

10.1021/ed300454d ◽

2013 ◽

Vol 90 (8) ◽

pp. 1100-1102 ◽

Cited By ~ 7

Author(s):

Amy M. Balija ◽

Aileen M. Reynolds

Keyword(s):

Organic Chemistry ◽

Learning Process ◽

Aldol Condensation ◽

Condensation Reaction ◽

Chemistry Students ◽

Modern Methods ◽

Aldehydes And Ketones ◽

Second Year

Download Full-text

The use of computers in organic chemistry instruction

Journal of Chemical Education ◽

10.1021/ed047p134 ◽

1970 ◽

Vol 47 (2) ◽

pp. 134 ◽

Cited By ~ 4

Author(s):

L. B. Rodewald ◽

G. H. Culp ◽

J. J. Lagowski

Keyword(s):

Organic Chemistry ◽

Chemistry Instruction

Download Full-text

Haptic virtual reality and immersive learning for enhanced organic chemistry instruction

Virtual Reality ◽

10.1007/s10055-018-0345-4 ◽

2018 ◽

Vol 23 (4) ◽

pp. 363-373 ◽

Cited By ~ 16

Author(s):

Bosede Iyiade Edwards ◽

Kevin S. Bielawski ◽

Rui Prada ◽

Adrian David Cheok

Keyword(s):

Organic Chemistry ◽

Virtual Reality ◽

Immersive Learning ◽

Chemistry Instruction

Download Full-text

Students’ conceptual understanding of organic chemistry and classroom implications in the Rwandan perspectives: A literature review

African Journal of Educational Studies in Mathematics and Sciences ◽

10.4314/ajesms.v16i.2.2 ◽

2020 ◽

Vol 16 (2) ◽

pp. 13-32

Author(s):

Aimable Sibomana ◽

Claude Karegeya ◽

John Sentongo

Keyword(s):

Organic Chemistry ◽

Academic Achievement ◽

Conceptual Understanding ◽

Negative Attitude ◽

Learning Theories ◽

Main Concern ◽

Technological Advancement ◽

Innovative Teaching ◽

Chemistry Instruction ◽

The Subject

Chemistry subject continues to be considered as difficult to teach and learn. This leads to students’ low academic achievement, retention, and negative attitude towards the subject. Organic chemistry as one of the concepts on which technological advancement is constructed sometimes appears to be enormously complex to students. There are some persisting misconceptions about it although different innovative instructional strategies have been applied and this area is of main concern as the learning of students can be extremely hindered in case their misconceptions are not minimized and/or corrected. The review then is to equip educators with knowledge about organic chemistry concept and source of students ‘misconceptions; the misconceptions of students about organic chemistry; the ways of diagnosing students’ misconceptions and remedies of those misconceptions; some learning theories for the effective organic chemistry instruction and classroom implications. The paper is also useful to know more about the minimization of students’ misconceptions and leading them to the great academic achievement and interest towards the subject by employing cooperative learning models; thus, many other different innovative teaching strategies are recommended to apply in organic chemistry instruction

Download Full-text

The Principle of Conservation of Structural Aspect: Facilitating Visual Communication and Learning in Organic Chemistry Instruction

10.26434/chemrxiv.8144075 ◽

2019 ◽

Author(s):

john andraos

Keyword(s):

Organic Chemistry ◽

Chemical Reactions ◽

Reaction Mechanisms ◽

Visual Communication ◽

Structural Aspect ◽

Chemical Bonds ◽

Journal Articles ◽

Chemistry Instruction ◽

Individual Reaction ◽

Training Exercises

An effective pedagogical method is presented for the visual communication of chemical reactions learned in organic chemistry undergraduate courses. The basis for the method is the preservation of the visual aspect of reactant and product structures so that the tracking of cleaved and formed chemical bonds is made self-evident. This consequently leads to improved clarity of presentation and a better understanding and grasp of proposed reaction mechanisms to explain product outcomes. The method is demonstrated for a variety of individual reaction types and synthesis plans. Various visual training exercises are also presented using ChemDraw Ultra 7.0 software and literature table of contents (TOC) graphics appearing in journal articles.

Download Full-text