Peer reviewed
Direct linkERIC Number: EJ908002
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1756-1108
EISSN: N/A
Available Date: N/A
Perry's Scheme of Intellectual and Epistemological Development as a Framework for Describing Student Difficulties in Learning Organic Chemistry
Grove, Nathaniel P.; Bretz, Stacey Lowery
Chemistry Education Research and Practice, v11 n3 p207-211 2010
We have investigated student difficulties with the learning of organic chemistry. Using Perry's Model of Intellectual Development as a framework revealed that organic chemistry students who function as dualistic thinkers struggle with the complexity of the subject matter. Understanding substitution/elimination reactions and multi-step syntheses is consistent with subsequent epistemological development to Perry's multiplistic and relativistic stages. (Contains 2 figures.)
Descriptors: Organic Chemistry, Intellectual Development, Learning Problems, Models, Scientific Concepts, Epistemology, Case Studies, Evaluation Methods, Universities, Spiral Curriculum, Undergraduate Students, Data Collection, College Students, Student Attitudes, Introductory Courses, Science Education
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida; United States
Grant or Contract Numbers: N/A
Author Affiliations: N/A
