Flipping the script in organic reaction mechanism instruction: using generative pedagogies instead of lecture to improve learning outcomes

Abstract

Two generative approaches to reaction mechanism instruction for novice students were compared to lecture instruction. In both approaches, students were coached to propose selected reaction mechanisms based on prior knowledge. New instructional methods were correlated with increased skill in representations of electron movements and other gains. Students who saw a larger amount of new pedagogy showed stronger abilities to propose mechanisms for unfamiliar reactions. In the group that saw a larger amount of new pedagogy, first-generation college student (FGS) grades rose to match non-FGS grades. Learning gains were interpreted with respect to cognitive load theory, flagging high element interactivity as a likely obstacle for novice students. Problem solving during mechanism instruction for novice students offers the potential to improve learning outcomes.

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