Jump to main content
Jump to site search

Issue 4, 2017
Previous Article Next Article

Investigating students' similarity judgments in organic chemistry

Author affiliations

Abstract

Organic chemistry is possibly the most visual science of all chemistry disciplines. The process of scientific inquiry in organic chemistry relies on external representations, such as Lewis structures, mechanisms, and electron arrows. Information about chemical properties or driving forces of mechanistic steps is not available through direct perception, and thus looking beyond the respresentation is challenging for learners. In this study, we investigated the categorization behavior of undergraduate students enrolled in an organic chemistry course when engaged in various categorization tasks involving electrophilic addition reactions to alkenes. The critical attribute a student chose to make a category out of a set of reactions was classified as perceptual or relational and gave insights into how students process and store information about reactions at an early level of expertise. Our results support the notion that students are prone to the surface level of representations and make sense of reactions depicted in a very minimalistic fashion. Implications for approaching this phenomenon in teaching are discussed.

Back to tab navigation

Publication details

The article was received on 27 Mar 2017, accepted on 06 Jun 2017 and first published on 06 Jun 2017


Article type: Paper
DOI: 10.1039/C7RP00055C
Citation: Chem. Educ. Res. Pract., 2017,18, 774-784
  •   Request permissions

    Investigating students' similarity judgments in organic chemistry

    N. Graulich and G. Bhattacharyya, Chem. Educ. Res. Pract., 2017, 18, 774
    DOI: 10.1039/C7RP00055C

Search articles by author

Spotlight

Advertisements