Comments on the Treatment of Aromaticity and Acid-Base Character of Pyridine and Pyrrole in Contemporary Organic Chemistry Textbooks

1999 ◽  
Vol 76 (8) ◽  
pp. 1151 ◽  
Author(s):  
Ludwig Bauer ◽  
Hugh J. Anderson
Keyword(s):  
Organic Chemistry ◽  
Acid Base ◽  
Chemistry Textbooks

Comparing Carbonyl Chemistry in Comprehensive Introductory Organic Chemistry Textbooks

2015 ◽  
Vol 92 (7) ◽  
pp. 1171-1177 ◽  
Author(s):  
Donna J. Nelson ◽  
Ravi Kumar ◽  
Saravanan Ramasamy
Keyword(s):  
Organic Chemistry ◽  
Chemistry Textbooks

scholarly journals CONFORMATIONAL STABILITY ORDER OF ACYCLIC ORGANIC MOLECULES REVISITED: A COMPUTER-BASED PROJECT IN LEARNING STEREOCHEMISTRY

2017 ◽  
Vol 14 (28) ◽  
pp. 37-41
Author(s):  
Lisa TANIA ◽  
Andrian SAPUTRA ◽  
M. Mahfudz Fauzi SYAMSURI ◽  
Lorenz R. CANAVAL
Keyword(s):  
Organic Chemistry ◽  
Open Source ◽  
Organic Molecules ◽  
Conformational Stability ◽  
Computer Assisted ◽  
General Stability ◽  
Chemistry Textbooks ◽  
Stability Order ◽  
Computer Based ◽  
User Friendly

Learning stereochemistry today, especially on the topic of conformational stability, seems to generalize anti, gauche, eclipsed conformations as a general stability order for all acyclic organic molecules. This may be due to the fact that many organic chemistry textbooks only emphasis simple non-polar molecules, like propane or buthane, as examples to explain this topic omitting details for polar ones. This study proposes a simple computer-based technique as a project for students in learning stereochemistry. Applying this fast, open-source, and user-friendly software is highly recommended for promoting the concept and accurately predicting of conformational stability through computer-assisted experiment in the classroom.

scholarly journals Eliciting Student Thinking About Acid-Base Reactions via App and Paper-Pencil Based Problem Solving

2019 ◽  
Author(s):  
Michael N. Petterson ◽  
Field M. Watts ◽  
Emma P. Snyder-White ◽  
Sabrina R. Archer ◽  
Ginger V. Shultz ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Reaction Mechanisms ◽  
Student Thinking ◽  
Chemical Information ◽  
Acid Base ◽  
First Semester ◽  
Instruction And Learning ◽  
Educational Applications ◽  
Support Students

Research has demonstrated that students often struggle with learning acid-base reaction mechanisms in organic chemistry. One response is the development of educational applications to support instruction and learning. However, research is needed to characterize how the modality influences students’ thinking about acid-base reaction mechanisms. This study used think-aloud interviews conducted with undergraduate students in their first semester of organic chemistry to understand how they worked through acid-base reactions using either paper-pencil or an app. Analysis of the interviews indicates that students recognize the steps of acid-base reactions, but do not always apply the underlying concepts when determining how a reaction will proceed. The modality somewhat influenced students’ thinking, in that the app prevented students from making chemically unreasonable mistakes. However, some students relied on the cues it provided, which could potentially be problematic when they are required to respond to assessments that do not provide these cues. Our results suggest that instructors should emphasize the conceptual grounding for the rules and steps that govern acid-base reactions to promote chemical thinking about the relationships between the reaction components and how those influence reaction outcomes, as well as support students to think critically about the chemical information contained within the modalities they are using.

scholarly journals Examining Some of The Students’ Challenges in Learning Organic Chemistry

2019 ◽  
Vol 3 (1) ◽  
pp. 6-14 ◽  
Author(s):  
Issa I. Salame ◽  
Sagar Patel ◽  
Shafic Suleman
Keyword(s):  
Organic Chemistry ◽  
Poor Performance ◽  
Acid Base ◽  
Resonance Structures ◽  
Difficult Subject ◽  
The Way

Organic chemistry is often regarded as a difficult subject which deters learners and is associated with poor performance. Our research aims to examine some of the challenges that students face in learning organic chemistry topics related to acid/base and resonance structures theories. For this purpose, organic chemistry exams were analyzed in regards to these troublesome topics. A questionnaire was administered to further understand some of the challenges students face when enrolled in organic chemistry. Our data show that students face several challenges learning these topics and that there is a need to change the way these topics are addressed in instruction.

scholarly journals Acid-Base Equilibria in Organic Chemistry.

1964 ◽  
Vol 22 (6) ◽  
pp. 425-441
Author(s):  
Yasuo INOUE ◽  
Koji NAKANISHI
Keyword(s):  
Organic Chemistry ◽  
Acid Base

Eliciting student thinking about acid–base reactions via app and paper–pencil based problem solving

2020 ◽  
Vol 21 (3) ◽  
pp. 878-892 ◽  
Author(s):  
Michael N. Petterson ◽  
Field M. Watts ◽  
Emma P. Snyder-White ◽  
Sabrina R. Archer ◽  
Ginger V. Shultz ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Reaction Mechanisms ◽  
Student Thinking ◽  
Chemical Information ◽  
Acid Base ◽  
First Semester ◽  
Instruction And Learning ◽  
Educational Applications ◽  
Support Students

An understanding of acid–base reactions is necessary for success in chemistry courses and relevant to careers outside of chemistry, yet research has demonstrated that students often struggle with learning acid–base reaction mechanisms in organic chemistry. One response to this challenge is the development of educational applications to support instruction and learning. The development of these supports also creates an opportunity to probe students’ thinking about organic chemistry reaction mechanisms using multiple modalities—i.e., using an app interface or the traditional paper–pencil. This study used think-aloud interviews conducted with undergraduate students in their first semester of organic chemistry to understand how they worked through two acid–base reactions using either paper–pencil or an app. Analysis of the interviews indicates that students from both groups recognize the steps of acid–base reactions, but do not always apply the underlying concepts, such as assessment of pKa values or resonance, when determining how a reaction will proceed. The modality seemed to somewhat influence students’ thinking, as the app prevented students from making chemically unreasonable mistakes. However, some students relied on the cues it provided, which could potentially be problematic when they are required to respond to assessments that do not provide these cues. Our results suggest that instructors should emphasize the conceptual grounding for the steps that govern acid–base reactions to promote chemical thinking about the relationships between the reaction components and how those influence reaction outcomes, as well as support students to think critically about the chemical information contained within the modalities they are using.

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