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Liu, Yujuan; Raker, Jeffrey R.; Lewis, Jennifer E. – Chemistry Education Research and Practice, 2018
Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics…
Descriptors: Student Motivation, Organic Chemistry, Blended Learning, Learning Motivation
Dood, Amber J.; Fields, Kimberly B.; Raker, Jeffrey R. – Journal of Chemical Education, 2018
The Lewis acid-base model is key to identifying and explaining the formation and breaking of bonds in a large number of reaction mechanisms taught in the sophomore-level year-long organic chemistry course. Understanding the model is, thus, essential to success in organic chemistry coursework. Concept-inventories exist to identify misunderstandings…
Descriptors: Science Instruction, College Science, Undergraduate Study, Scientific Concepts
Gibbons, Rebecca E.; Laga, Emily E.; Leon, Jessica; Villafan~e, Sachel M.; Stains, Marilyne; Murphy, Kristen; Raker, Jeffrey R. – Journal of Chemical Education, 2017
Research on classroom response systems (CRSs) in chemical education has primarily focused on the development of evidence-based strategies for implementation and novel practitioner uses of CRSs in instructional practice. Our national survey of postsecondary chemistry faculty extends these discussions, providing a broad-based understanding of the…
Descriptors: Undergraduate Students, College Science, Chemistry, Audience Response Systems
Gibbons, Rebecca E.; Xu, Xiaoying; Villafañe, Sachel M.; Raker, Jeffrey R. – Educational Psychology, 2018
Affective factors such as the achievement emotions are considered critical for students' academic performance in STEM degree programmes and careers. In this study, a reciprocal causation model was tested between two affective factors: enjoyment and anxiety, and organic chemistry course performance. Each variable was measured three times in four…
Descriptors: Causal Models, Affective Behavior, Psychological Patterns, Anxiety
Yik, Brandon J.; Dood, Amber J.; Cruz-Ramirez de Arellano, Daniel; Fields, Kimberly B.; Raker, Jeffrey R. – Chemistry Education Research and Practice, 2021
Acid-base chemistry is a key reaction motif taught in postsecondary organic chemistry courses. More specifically, concepts from the Lewis acid-base model are broadly applicable to understanding mechanistic ideas such as electron density, nucleophilicity, and electrophilicity; thus, the Lewis model is fundamental to explaining an array of reaction…
Descriptors: Artificial Intelligence, Models, Formative Evaluation, Organic Chemistry
Frost, Stephanie J. H.; Yik, Brandon J.; Dood, Amber J.; Cruz-Ramírez de Arellano, Daniel; Fields, Kimberly B.; Raker, Jeffrey R. – Chemistry Education Research and Practice, 2023
A deep understanding of organic chemistry requires a learner to understand many concepts and have fluency with multiple skills. This understanding is particularly necessary for constructing and using mechanisms to explain chemical reactions. Electrophilicity and nucleophilicity are two fundamental concepts to learning and understanding reaction…
Descriptors: Science Instruction, Organic Chemistry, Scientific Concepts, Concept Formation