Advanced organic chemistry: Learning from the primary literature

1989 ◽  
Vol 66 (11) ◽  
pp. 920 ◽  
Author(s):  
Lewis E. Fikes
Keyword(s):  
Organic Chemistry ◽  
Chemistry Learning ◽  
Primary Literature

scholarly journals Cognitive Load Implications for Augmented Reality Supported Chemistry Learning

Information ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 96
Author(s):  
Sebastian Keller ◽  
Stefan Rumann ◽  
Sebastian Habig
Keyword(s):  
Organic Chemistry ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Mental Rotation ◽  
Spatial Information ◽  
Learning Support ◽  
External Representations ◽  
Multiple External Representations ◽  
Learning Success ◽  
Chemistry Learning

This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.

scholarly journals Techniques adopted in teaching students organic chemistry course for several years

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Wati Sukmawati
Keyword(s):  
Organic Chemistry ◽  
Course Design ◽  
Thinking Skills ◽  
Education Students ◽  
Concept Understanding ◽  
Technology And Innovation ◽  
Curriculum Structure ◽  
Concept Mastery ◽  
Chemistry Learning ◽  
The University

Organic chemistry is a compulsory course for both science and science education students. Therefore a proper course design is needed to ease the understanding of the concepts considered difficult in terms of learning activities, application of technology, and innovation in the curriculum structure. Various studies have been carried out to solve problems in organic chemistry courses, with the majority focused on concept mastery due to students' difficulty. Furthermore, their thinking skills need to be improved after graduating from the university in accordance with the 21st century, which is associated with the application of technology and curriculum modification. The results showed that most studies in organic chemistry courses focused on improving students' concept, understanding, and thinking abilities. Therefore, little application of technology and curriculum modification is still needed in the innovation of organic chemistry courses, especially in applying technology. In conclusion, courses related to organic chemistry still need innovation, especially in the application of technology. This research can serve as a reference for developing organic chemistry learning in the future.

scholarly journals PENGEMBANGAN BAHAN AJAR KIMIA ORGANIK BERBANTUAN MEDIA KOMPUTASI TERHADAP KEMAMPUAN BERPIKIR KREATIF

2016 ◽  
Vol 4 (2) ◽  
pp. 119
Author(s):  
Hulyadi Hulyadi ◽  
Khusnul Khotimah
Keyword(s):  
Organic Chemistry ◽  
Creative Thinking ◽  
Research Result ◽  
Education Students ◽  
Teaching Materials ◽  
Product Trial ◽  
Chemistry Learning ◽  
Thinking Ability ◽  
Multi Level ◽  
Creative Thinking Ability

The results of observations and interviews on lecturers and students show that students tend to pay less attention when the lecturer explains the material. The interaction is also still impressed one way, only lecturers to students. It shows that students' interest toward organic chemistry learning is still low and considered difficult by them. Students are less directed in constructing their knowledge, resulting in many misconceptions and low student's thinking ability. This happens because the union has not multi-level chemical representation that includes the macroscopic, microscopic and symbolic levels in the learning process undertaken. This research was conducted on chemical education students at IKIP Mataram who took organic chemistry course II. This research was conducted from September to December 2016 consisting of preliminary research, product trial, data processing and preparation of research result report. This study aims to determine the feasibility and effectiveness of teaching materials with inquiry assisted approach Computational Chemistry program in improving students' creative thinking ability. This research uses R & D procedure which includes define, design and develop stage. The result of the research shows that the teaching materials developed meet the valid criteria, and effectiveness in improving the ability of creative thinking this can be seen from the result of the n-gain test which shows the improvement of students' creative thinking ability after learning using inquiry materials of computational media in organic chemistry. 

scholarly journals Preservice Chemistry Teacher Perception toward Contextual Learning Implementation of OLEDs in Organic Chemistry Learning

2021 ◽  
Vol 4 (1) ◽  
pp. 1006-1011
Author(s):  
Septian Jauhariansyah ◽  
Oczhinvia Dwitasari ◽  
Ahmad Mudzakir ◽  
Tuszie Widhiyanti
Keyword(s):  
Organic Chemistry ◽  
Double Bond ◽  
Teacher Perception ◽  
Contextual Learning ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Light Emitting ◽  
Chemistry Learning ◽  
Display Technology ◽  
Pre Service Teacher

This study aimed to explore chemistry pre-service teacher view toward implementation of contextual learning in Organic Chemistry. The context that was investigated about is Organic Light Emitting Diodes (OLEDs), which was a novel display technology that is being used for smartphone display. Seventeen pre-service chemistry teachers were interviewed about their knowledge about organic chemistry, conjugated double bond, OLEDs and their view about implementing OLEDs context in organic chemistry learning. Three groups of questions were asked to the pre-service chemistry teacher, most of them indicating lack knowledge about detail information of OLEDs even though they really appreciate if OLEDs was introduced in Organic Chemistry learning especially in conjugated double bond and nature-generated organic compound topics.  

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