The Assimilation Theory of Ausubel and Novak has typically been used in the research literature to describe two extremes to learning chemistry: meaningful learning "versus" rote memorization. It is unlikely, however, that such discrete categories of learning exist. Rote and meaningful learning, rather, are endpoints along a continuum of…

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…

Lewis structures are important for learning chemistry as they serve as an essential link between the structure of chemical compounds and their function. Unfortunately, the creation of valid Lewis structures remains an elusive goal for many students. In recent years, several web-based programs have been created that allow students to receive…

At Miami University, the attrition rate in the year-long organic chemistry sequence for pre-medical majors typically ranges from 30-50%. To decrease attrition, the Department of Chemistry and Biochemistry developed an innovative, spiral curriculum. Unlike a traditional organic chemistry course that moves sequentially through the material, the…