scholarly journals Modified spiral organic curriculum on organic chemistry courses for chemistry education undergraduate students

2017 ◽  
Author(s):  
Lina Fauzi’ah ◽  
Artina Diniaty ◽  
Widinda Normalia Arlianty ◽  
Beta Wulan Febriana
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Chemistry Education

Pollutants in Organic Chemistry and Medicinal Chemistry Education Laboratory. Experimental and Machine Learning Studies

2020 ◽  
Vol 20 (9) ◽  
pp. 720-730
Author(s):  
Iker Montes-Bageneta ◽  
Urtzi Akesolo ◽  
Sara López ◽  
Maria Merino ◽  
Eneritz Anakabe ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Machine Learning ◽  
Chemistry Education ◽  
Organic Waste ◽  
Computational Modelling ◽  
University Education ◽  
Academic Factors ◽  
Academic Year ◽  
Statistical Analysis Software

Aims: Computational modelling may help us to detect the more important factors governing this process in order to optimize it. Background: The generation of hazardous organic waste in teaching and research laboratories poses a big problem that universities have to manage. Methods: In this work, we report on the experimental measurement of waste generation on the chemical education laboratories within our department. We measured the waste generated in the teaching laboratories of the Organic Chemistry Department II (UPV/EHU), in the second semester of the 2017/2018 academic year. Likewise, to know the anthropogenic and social factors related to the generation of waste, a questionnaire has been utilized. We focused on all students of Experimentation in Organic Chemistry (EOC) and Organic Chemistry II (OC2) subjects. It helped us to know their prior knowledge about waste, awareness of the problem of separate organic waste and the correct use of the containers. These results, together with the volumetric data, have been analyzed with statistical analysis software. We obtained two Perturbation-Theory Machine Learning (PTML) models including chemical, operational, and academic factors. The dataset analyzed included 6050 cases of laboratory practices vs. practices of reference. Results: These models predict the values of acetone waste with R2 = 0.88 and non-halogenated waste with R2 = 0.91. Conclusion: This work opens a new gate to the implementation of more sustainable techniques and a circular economy with the aim of improving the quality of university education processes.

scholarly journals The tip of the iceberg in organic chemistry classes: how do students deal with the invisible?

2015 ◽  
Vol 16 (1) ◽  
pp. 9-21 ◽  
Author(s):  
Nicole Graulich
Keyword(s):  
Organic Chemistry ◽  
Problem Solving ◽  
Cognitive Skills ◽  
Conceptual Knowledge ◽  
Chemistry Education ◽  
Scholarly Work ◽  
Related Research ◽  
Research Areas ◽  
Research Activities ◽  
Problem Solving Behavior

Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and their cognitive skills have shaped our understanding of college students' understanding in organic chemistry classes. This review provides an overview of research efforts focusing on student's perspectives and summarizes the main results and pending questions that may guide subsequent research activities.

Using metavisualization to revise an explanatory model regarding a chemical reaction between ions

2021 ◽  
Author(s):  
Solange Wagner Locatelli ◽  
Bette Davidowitz
Keyword(s):  
Undergraduate Students ◽  
Chemical Reaction ◽  
Chemistry Education ◽  
Self Regulation ◽  
Real Life ◽  
Explanatory Models ◽  
Explanatory Model ◽  
Future Application ◽  
Correct Figure ◽  
Real Life Situation

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.

Investigating students' similarity judgments in organic chemistry

2017 ◽  
Vol 18 (4) ◽  
pp. 774-784 ◽  
Author(s):  
N. Graulich ◽  
G. Bhattacharyya
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Scientific Inquiry ◽  
Driving Forces ◽  
Chemical Properties ◽  
Direct Perception ◽  
Critical Attribute ◽  
Visual Science ◽  
Similarity Judgments ◽  
Lewis Structures

Organic chemistry is possibly the most visual science of all chemistry disciplines. The process of scientific inquiry in organic chemistry relies on external representations, such as Lewis structures, mechanisms, and electron arrows. Information about chemical properties or driving forces of mechanistic steps is not available through direct perception, and thus looking beyond the respresentation is challenging for learners. In this study, we investigated the categorization behavior of undergraduate students enrolled in an organic chemistry course when engaged in various categorization tasks involving electrophilic addition reactions to alkenes. The critical attribute a student chose to make a category out of a set of reactions was classified as perceptual or relational and gave insights into how students process and store information about reactions at an early level of expertise. Our results support the notion that students are prone to the surface level of representations and make sense of reactions depicted in a very minimalistic fashion. Implications for approaching this phenomenon in teaching are discussed.

The development of Chinese undergraduate students’ competence of scientific writing in the context of an advanced organic chemistry experiment course

2019 ◽  
Vol 20 (1) ◽  
pp. 270-287 ◽  
Author(s):  
Yang Deng ◽  
Gregory J. Kelly ◽  
Lishi Xiao
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Scientific Information ◽  
Scientific Writing ◽  
Scientific Practices ◽  
Chemistry Experiment ◽  
Development Of Students

This study examines scientific practices associated with scientific writing in organic chemistry in China. Although there is rapidly growing literature on the features and strategies of scientific writing, further research in this area is needed to recognize and treat scientific writing as a social endeavor to evaluate it in a more comprehensive and detailed way in order to effectively convey scientific information to readers. This study shared these important premises and attempted to investigate the development of Chinese undergraduate students’ competence of scientific writing. Twenty-two undergraduate students majoring in chemistry participated in this study. They experienced a researcher-intervenedAdvanced Organic Chemistry Experimentcourse and were asked to write scientific articles on the six course experiments. Their scientific writings were analyzed based on normativity, objectivity, and logicality. These dimensions of the development of students’ competence in scientific writing during the course were portrayed. This study suggested that student's development in scientific writing can be divided into categories, demonstrating the importance and implications of teaching “learn to write” in science.

Identifying the challenging characteristics of systems thinking encountered by undergraduate students in chemistry problem-solving of gas laws

2019 ◽  
Vol 20 (3) ◽  
pp. 594-605 ◽  
Author(s):  
Ya-Chun Chen ◽  
Kimberley Wilson ◽  
Huann-shyang Lin
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Teaching Strategies ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Complex Chemistry ◽  
Chemistry Education Research

Systems thinking has been an educational priority for more than a decade, yet its related assessment and teaching strategies have been understudied in the chemistry education research community. Through the lens of systems thinking, this study explores how undergraduate students connect and translate their conceptual representations when they are involved in contextualised problem-solving. The ‘Contextualised Problem Solving’ (CPS) assessment instrument contains four open-ended questions about gas law. Three different cohorts of students registered in a physical science course (2016 Fall, 2017 Spring, 2017 Fall semesters) participated in the problem-solving component of CPS. The results showed that only 8% of students were capable of higher order systems thinking ability when they engaged in problem solving. Over half of the students failed to retrieve essential concepts in problem situations. Most of the participants demonstrated difficulties in organising related systems’ components, understanding the cyclic nature of relationships among systems, and identifying limitations in a specific problem context. By identifying the difficulties and challenges of systems thinking experienced by undergraduate students in solving complex chemistry problems, these findings have the potential to provide fresh insights into effective teaching strategies to promote students’ higher order thinking skills.

Explicit versus implicit similarity – exploring relational conceptual understanding in organic chemistry

2019 ◽  
Vol 20 (4) ◽  
pp. 924-936 ◽  
Author(s):  
Nicole Graulich ◽  
Sebastian Hedtrich ◽  
René Harzenetter
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Specific Information ◽  
Substitution Reactions ◽  
Representational Competence ◽  
Future Directions ◽  
Large Molecules ◽  
Domain Specific ◽  
Research And Teaching

Learning to interpret organic structures not as an arrangement of lines and letters but, rather, as a representation of chemical entities is a challenge in organic chemistry. To successfully deal with the variety of molecules or mechanistic representations, a learner needs to understand how a representation depicts domain-specific information. Various studies that focused on representational competence have already investigated how learners relate a representation to its corresponding concept. However, aside from a basic connectional representational understanding, the ability to infer a comparable reactivity from multiple different functional groups in large molecules is important for undergraduate students in organic chemistry. In this quantitative study, we aimed at exploring how to assess undergraduate students’ ability to distinguish between conceptually relevant similarities and distracting surface similarities among representations. The instrument consisted of multiple-choice items in four concept categories that are generally used to estimate the reactivity in substitution reactions. This exploratory study shows that the item design for assessing students’ conceptual understanding influences students’ answering patterns. Insights and pitfalls gained from this investigation and future directions for research and teaching are provided.

scholarly journals Pengembangan Praktikum Kimia Organik 1 menggunakan Aplikasi Adobe Flash

2020 ◽  
Vol 4 (2) ◽  
pp. 58-65
Author(s):  
Dewi Handayani ◽  
Agus Sundaryono
Keyword(s):  
Organic Chemistry ◽  
Chemistry Education ◽  
Student Response ◽  
Learning Activities ◽  
Study Program ◽  
Adobe Flash ◽  
Is Research ◽  
Education Study ◽  
Academic Year ◽  
Readability Test

The purposes of this research are to develop the practicum of organic chemistry 1 by using the Adobe Flash application and to describe the students feasibility and response to the practicum developed. This type of research used in this research is research and development. The sample in this research is 3rd semester students of Chemistry Education Study Program in the academic year of 2018/ 2019. The instruments used in this research are validation sheets of material and media experts and response questionnaires students after testing. Based on the results of research that has been done, several stages of development ranging from problem identification, data collection, product design, design validation, design revision, and product trials have been carried out. The results of the validation of material experts obtained an average of 4,20 (very valid category) and an average media expert of 4.275 (very valid category). For the readability test of the developed guide, it was obtained 4.204 (very interesting category and student response was 3,936 (interesting category). Based on the results of expert validation and testing to students, the development of the organic chemistry 1 practicum guide was feasible to be applied in learning activities in class.

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.

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