ERIC Number: EJ1049897
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 68
The Tip of the Iceberg in Organic Chemistry Classes: How Do Students Deal with the Invisible?
Chemistry Education Research and Practice, v16 n1 p9-21 2015
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.
Descriptors: Organic Chemistry, Science Instruction, Scientific Concepts, Problem Solving, Educational Research, Student Attitudes, Teaching Methods, Molecular Structure, Cognitive Processes, Competence, Spatial Ability, Thinking Skills, Logical Thinking, Skill Development, Cognitive Development, College Science, Concept Formation, Epistemology
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: email@example.com; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A