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Showing 31 to 45 of 2,747 results Save | Export
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Wackerly, Jay Wm. – Journal of Chemical Education, 2018
An approach is described that gradually transitions second-year organic chemistry students to writing full "The Journal of Organic Chemistry" ("JOC") style lab reports. The primary goal was to introduce students to and build rhetorical skills in scientific and technical writing. This was accomplished by focusing on four main…
Descriptors: Undergraduate Students, Organic Chemistry, Research Reports, Writing Skills
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Miao, Haoqian; Otsuki, Andrew L.; Beckett, Joseph O.; Mascal, Mark – Journal of Chemical Education, 2020
How well does the undergraduate organic chemistry laboratory curriculum prepare students for academic research, or for a bench job in industry? Running experiments that are more representative of research chemistry has the potential to better equip students for working in a research laboratory, while at the same time giving them insight into a…
Descriptors: Organic Chemistry, Undergraduate Students, College Science, Scientific Research
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Lapierre, Keith R.; Flynn, Alison B. – Journal of Research in Science Teaching, 2020
In this study, we investigated how students organized their knowledge about organic chemistry reactions in a transformed curriculum, including their choices, abilities, and changes over time. This transformed curriculum focuses on interpreting the underlying mechanistic patterns of chemical reactions and emphasizes the principles of reactivity in…
Descriptors: Organic Chemistry, College Students, Science Process Skills, Task Analysis
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Crandell, Olivia M.; Kouyoumdjian, Hovig; Underwood, Sonia M.; Cooper, Melanie M. – Journal of Chemical Education, 2019
The study presented here is a follow-up to a previous report in which we investigated how general-chemistry students in a transformed curriculum reason about simple acid-base reactions. In the present study, we use and adapt the previously developed coding scheme for a longitudinal study in which we follow students from general chemistry through…
Descriptors: Organic Chemistry, Science Instruction, Logical Thinking, Scientific Concepts
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Supalo, Cary A.; Kennedy, Sean H. – Journal of Chemical Education, 2014
Organic chemistry courses can present major obstacles to access for students with blindness or low vision (BLV). In recent years, efforts have been made to represent organic chemistry concepts in tactile forms for blind students. These methodologies are described in this manuscript. Further work being done at Illinois State University is also…
Descriptors: Organic Chemistry, Science Instruction, Blindness, Visual Impairments
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Farhat, Naha J.; Stanford, Courtney; Ruder, Suzanne M. – Journal of Chemical Education, 2019
Assessments can provide instructors and students with valuable information regarding student's level of knowledge and understanding, in order to improve both teaching and learning. In this study, we analyzed departmental assessment quizzes given to students at the start of Organic Chemistry 2, over an eight year period. This assessment quiz was…
Descriptors: Organic Chemistry, Teaching Methods, Science Instruction, Science Tests
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O'Dwyer, Anne; Childs, Peter – Journal of Chemical Education, 2015
The "Organic Chemistry in Action!" ("OCIA!") program is a set of teaching resources designed to facilitate the teaching and learning of introductory level organic chemistry. The "OCIA!" program was developed in collaboration with practicing and experienced chemistry teachers, using findings from Chemistry Education…
Descriptors: Science Instruction, Organic Chemistry, Teaching Methods, Secondary School Science
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O'Dwyer, Anne; Childs, Peter E. – EURASIA Journal of Mathematics, Science & Technology Education, 2017
Much research has identified organic chemistry as an area of difficulty for learners. There is also much literature pertaining to the factors that contribute to learners' difficulties. This paper explores the intersections of teachers' and learners' perceptions of teaching and learning organic chemistry respectively. Understanding these nuances…
Descriptors: Foreign Countries, Organic Chemistry, Science Instruction, High Schools
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AgwuUdu, David – Electronic Journal of Science Education, 2018
This study compared the effects of Individualised Instructional Strategy (IIS) and Cooperative Learning Instructional Strategy (CLIS) on male and female senior secondary school students' academic achievement in Organic Chemistry. The study was guided by 2 research questions and 3 null hypotheses. The design was quasi-experimental. The population…
Descriptors: Cooperative Learning, Educational Strategies, Secondary School Students, Academic Achievement
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Hermanns, Jolanda; Schmidt, Bernd – Journal of Chemical Education, 2019
Stepped supporting tools were developed and used in the university seminar Organic Chemistry taken by nonmajor chemistry students, which supported self-regulated learning. These supporting tools were also used for accompanying homework, which included a QR code that led to additional supporting tools. The application of stepped supporting tools in…
Descriptors: Organic Chemistry, Science Instruction, College Science, Self Control
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Tekane, Rethabile; Pilcher, Lynne A.; Potgieter, Marietjie – Chemistry Education Research and Practice, 2020
Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a…
Descriptors: Foreign Countries, Undergraduate Students, Student Attitudes, Preferences
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Crimmins, Michael T.; Midkiff, Brooke – Journal of Chemical Education, 2017
Organic Chemistry is a required course for programs in chemistry, biology, and many health science careers. It has historically been considered a highly challenging course with significant failure rates. As with many science disciplines, the teaching of Organic Chemistry has traditionally focused on unstructured exposition-centered delivery of…
Descriptors: Organic Chemistry, Science Instruction, Cooperative Learning, Problem Solving
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Kovacevic, Tanja; Skinner, Austin; Fisk, John D.; Fishback, Vanessa; Reed, Scott M. – Journal of Chemical Education, 2020
The complete structural analysis and resynthesis of an unknown compound, selected from a library of dipeptides, provided a framework for a course that built from expository experiments toward a guided-inquiry approach. We used this semester-long lab as a replacement for conventional second semester organic chemistry laboratory and successfully…
Descriptors: Organic Chemistry, Science Instruction, Science Laboratories, Laboratory Training
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Yearty, Kasey L.; Maynard, Ryan K.; Cortes, Christina N.; Morrison, Richard W. – Journal of Chemical Education, 2020
Williamson ether experiments are commonly performed by students in undergraduate organic chemistry instructional laboratory courses. In this multioutcome experiment, students were provided 4-bromophenol and one of three alkyl halides: 1-bromopentane, 1-bromobutane, or 1-bromo-3-methylbutane. The alkyl halides served as the unknown component of the…
Descriptors: Organic Chemistry, College Science, Science Experiments, Laboratory Experiments
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Vlacholia, Maria; Vosniadou, Stella; Roussos, Petros; Salta, Katerina; Kazi, Smaragda; Sigalas, Michael; Tzougraki, Chryssa – Chemistry Education Research and Practice, 2017
We present two studies that investigated the adoption of visual/spatial and analytic strategies by individuals at different levels of expertise in the area of organic chemistry, using the Visual Analytic Chemistry Task (VACT). The VACT allows the direct detection of analytic strategy use without drawing inferences about underlying mental…
Descriptors: Organic Chemistry, Expertise, Visual Perception, Spatial Ability
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