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ERIC Number: EJ888326
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1756-1108
What Can We Do about "Parker"? A Case Study of a Good Student Who Didn't "Get" Organic Chemistry
Anderson, Trisha L.; Bodner, George M.
Chemistry Education Research and Practice, v9 n2 p93-101 2008
This paper is based on a qualitative study of seven students enrolled in a two-semester organic chemistry course for chemistry and chemical engineering majors that focused on the reasoning the students had used to answer questions on the course exams. Narrative analysis was applied to create case records for each participant that were then subjected to a cross-case analysis of similarities and differences among the participants. The data were found to be consistent with a theoretical framework that differentiates between instrumental and relational learning. The intense speed with which material was covered and the complexity of the material was found to drive even those students who valued a relational understanding towards functioning as instrumental learners. Particular attention is paid to one participant in the study, Parker, who had been a successful chemistry major until he entered the second year organic course. (Contains 6 figures.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A