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#IHeartChemistryNCSU: free choice, content, and elements of science communication as the framework for an introductory organic chemistry project

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Abstract

Students in a large introductory organic chemistry class were given the freedom to choose an organic compound of interest and were challenged to develop an educational object (physical or digital) designed to be shared with the broader public via social media. Analysis of the project results shows that most students appreciated the open nature of the assignment, and engaged in self-regulated learning by reflecting and improving on their educational object design along each step of the project. Subjects varied widely depending on the students’ personal interests, and many different educational objects were produced and shared using diverse social media outlets. As a result of this project, students reported positive outcomes including increased interest in organic chemistry and science in general as well as the acquisition of practical skills such as science communication and visual representation of science. These skills were perceived by students as being beneficial for future professional endeavors. This report describes the design and outcomes of the project, including the choice of subjects, representations, and social media channels.

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Publication details

The article was received on 13 Jul 2017, accepted on 02 Nov 2017 and first published on 02 Nov 2017


Article type: Paper
DOI: 10.1039/C7RP00132K
Citation: Chem. Educ. Res. Pract., 2018, Advance Article
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    #IHeartChemistryNCSU: free choice, content, and elements of science communication as the framework for an introductory organic chemistry project

    B. H. Frohock, S. T. Winterrowd and M. T. Gallardo-Williams, Chem. Educ. Res. Pract., 2018, Advance Article , DOI: 10.1039/C7RP00132K

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