Jump to main content
Jump to site search

Issue 2, 2008
Previous Article Next Article

Alternative conceptions of organic chemistry topics among fourth year chemistry students

Abstract

This study describes the conceptual understanding for a series of fundamental organic concepts by fourth year chemistry students from a midsize, southeastern, state university. Student volunteers (n =19) participated in semi-structured interviews using a think aloud protocol. The interview questions were eleven multiple choice questions selected from the Organic Chemistry examination developed by the Examinations Institute of the Division of Chemical Education, American Chemical Society. The questions were chosen to represent a range of concepts that are fundamental to the organic chemistry course sequence. Analysis of the interview transcripts revealed trends in the students’ knowledge and alternative conceptions. Of particular interest, it was found that some alternative conceptions mirrored those previously seen with students in introductory chemistry, indicating the persistence of such alternative conceptions. Implications for instructional approaches particular to organic chemistry are discussed.

Back to tab navigation

Article type: Paper
DOI: 10.1039/B806228P
Citation: Chem. Educ. Res. Pract., 2008,9, 122-130
  •   Request permissions

    Alternative conceptions of organic chemistry topics among fourth year chemistry students

    G. T. Rushton, R. C. Hardy, K. P. Gwaltney and S. E. Lewis, Chem. Educ. Res. Pract., 2008, 9, 122
    DOI: 10.1039/B806228P

Search articles by author

Spotlight

Advertisements