Design of a Two-Week Organic Chemistry Course for High School Students: “Catalysis, Solar Energy, and Green Chemical Synthesis”

2021 ◽  
Author(s):  
Haley Albright ◽  
Corey R. J. Stephenson ◽  
Corinna S. Schindler
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Solar Energy ◽  
Chemical Synthesis ◽  
School Students ◽  
Green Chemical Synthesis

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

Application of Gaming as Strategy for Teaching Organic Nomenclature in a Brazilian Public School

2020 ◽  
Vol 3 (3) ◽  
pp. 189-200
Author(s):  
Viviane Amaral Porto ◽  
Vinicius Fernando da Silva Costa ◽  
Ivy Santos Soares ◽  
RICARDO SILVA PORTO
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Organic Molecules ◽  
Positive Impact ◽  
Great Difficulty ◽  
School Students ◽  
Teachers And Students ◽  
Knowledge Assimilation ◽  
Research Types

Specific topics in chemistry, such as organic nomenclature, are often considered key subjects for understanding organic chemistry in high school. Several research types have already demonstrated that most high school students and even university students have great difficulty in this topic. In general, the problems come from the approach used to present these contents, sometimes superficial or without the use of interactive methodologies. This work aims to help the teaching & learning chemistry process by a game's applying, which consisted of building organic molecules using jelly beans and toothpicks, the previously published "Fastest Fingers." In the present work, we analyzed the positive impact that gaming can bring for the learning process and knowledge assimilation of this article's topic. This method mainly shows its importance when applied in a state that faces many issues in its education system, like Alagoas-Brazil. It was possible to notice that students' interaction and perception of the game, and molecules representation occurred more efficiently, thus favoring the learning and the interaction improvement between teachers and students.

Teaching an Introductory Organic Chemistry Class for High School Students

2020 ◽  
Vol 97 (12) ◽  
pp. 4303-4310
Author(s):  
Daniel R. Zuidema ◽  
John A. Stimart ◽  
Zixin Jian
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
School Students

Diagnosing the quality of high school students’ and pre-service chemistry teachers’ cognitive structures in organic chemistry by using students’ generated systemic synthesis questions

2018 ◽  
Vol 19 (1) ◽  
pp. 305-318 ◽  
Author(s):  
Tamara Hrin ◽  
Dušica Milenković ◽  
Mirjana Segedinac
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Organic Compounds ◽  
Cognitive Structures ◽  
School Students ◽  
Knowledge Domain ◽  
Chemistry Teachers ◽  
Conceptual Structures

The importance of well elaborated cognitive structures in a science knowledge domain has been noted in many studies. Therefore, the main aim of this particular study was to employ a new diagrammatic assessment approach, students’ generated systemic synthesis questions (SSynQs), to evaluate and compare the quality of high school students’ and pre-service chemistry teachers’ cognitive structures in the organic chemistry domain. We used a mixed research sample (N= 83), and SSynQs were constructed following the high school chemical curriculum in the Republic of Serbia. Besides the overall quality of the cognitive structures, the size (extent) and strength (complexity) of the conceptual structures, as external representations of cognitive structures, were also analysed. It was found that both high school students and pre-service chemistry teachers had a substantial size of the conceptual structures, showing relatively good knowledge about IUPAC naming and structures of organic compounds, except for ethers. However, the strength of the conceptual structures, or inter-correlations between organic chemistry concepts, was evaluated as weak within high school students, and medium within pre-service chemistry teachers. This resulted in the identification of three main learning difficulties (LDs), accompanied by a lack of understanding (LU) about the chemical properties and relations of organic compounds. It was surprising to find that all identified LDs and LUs within high school students also appeared within pre-service chemistry teachers. What is more, the most desired and expected cognitive structures (distinguished multidimensional cognitive structures) without LDs and LUs appeared within high school students.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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