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Analysis of Resources Applied to Rationalize Elimination Mechanisms
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Sean Gao; Taylor C. Outlaw; Jason G. Liang-Lin; Alina Feng; Reika Shimomura; Jennifer L. Roizen; Charles T. Cox Jr. – Chemistry Education Research and Practice, 2024
This study aimed to analyze second-semester organic chemistry students' problem-solving strategies, specifically focusing on the resources activated while solving problems on E2, E1, and E1cB elimination reactions. Using the theoretical framework by Elby and Hammer, we defined a resource as a unit of information used in the problem-solving…
Descriptors: Organic Chemistry, Science Instruction, Problem Solving, Protocol Analysis
The Role of Visuospatial Thinking in Students' Predictions of Molecular Geometry
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Kiernan, Nicola A.; Manches, Andrew; Seery, Michael K. – Chemistry Education Research and Practice, 2021
Visuospatial thinking is considered crucial for understanding of three-dimensional spatial concepts in STEM disciplines. Despite their importance, little is known about the underlying cognitive processing required to spatially reason and the varied strategies students may employ to solve visuospatial problems. This study seeks to identify and…
Descriptors: Visual Perception, Spatial Ability, Cognitive Processes, Thinking Skills
Using Metavisualization to Revise an Explanatory Model Regarding a Chemical Reaction between Ions
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Locatelli, Solange Wagner; Davidowitz, Bette – Chemistry Education Research and Practice, 2021
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…
Descriptors: Metacognition, Cognitive Style, Visualization, College Science
What Laboratory Skills Do Students Think They Possess at the Start of University?
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Mistry, Nimesh; Gorman, Stephen G. – Chemistry Education Research and Practice, 2020
To be able to design a laboratory course it is important to know what laboratory skills students possess before the course starts. This way the course can focus on developing skills in areas that are lacking. Despite the extensive literature on laboratory education, there are few studies on what laboratory skills students have at this stage of…
Descriptors: Science Instruction, Science Laboratories, Skill Development, Knowledge Level
Capturing Students' Abstraction While Solving Organic Reaction Mechanism Problems across a Semester
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Weinrich, M. L.; Sevian, H. – Chemistry Education Research and Practice, 2017
Students often struggle with solving mechanism problems in organic chemistry courses. They frequently focus on surface features, have difficulty attributing meaning to symbols, and do not recognize tasks that are different from the exact tasks practiced. To be more successful, students need to be able to extract salient features, map similarities…
Descriptors: Science Instruction, Organic Chemistry, Problem Solving, Scientific Concepts
Learning Stoichiometry: A Comparison of Text and Multimedia Formats
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Evans, Karen L.; Yaron, David; Leinhardt, Gaea – Chemistry Education Research and Practice, 2008
Even after repeated instruction, first year college chemistry students are often unable to apply stoichiometry knowledge to equilibrium and acid-base chemistry problems. The dynamic and interactive capabilities of online technology may facilitate stoichiometry instruction that promotes more meaningful learning. This study compares a…
Descriptors: Stoichiometry, College Freshmen, Prior Learning, Chemistry