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Advances in Chemistry Education Series
Student Reasoning in Organic Chemistry
Edited by
Nicole Graulich;
Nicole Graulich
Justus-Liebig-University Gießen, Germany
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Ginger Shultz
Ginger Shultz
University of Michigan, USA
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Hardback ISBN:
978-1-83916-491-0
PDF ISBN:
978-1-83916-778-2
EPUB ISBN:
978-1-83916-779-9
Special Collection:
2022 ebook collection
No. of Pages:
360
Publication date:
21 Dec 2022
About this book
Reasoning about structure-reactivity and chemical processes is a key competence in chemistry. Especially in organic chemistry, students experience difficulty appropriately interpreting organic representations and reasoning about the underlying causality of organic mechanisms. As organic chemistry is often a bottleneck for students’ success in their career, compiling and distilling the insights from recent research in the field will help inform future instruction and the empowerment of chemistry students worldwide. This book brings together leading research groups to highlight recent advances in chemistry education research with a focus on the characterization of students’ reasoning and their representational competencies, as well as the impact of instructional and assessment practices in organic chemistry. Written by leaders in the field, this title is ideal for chemistry education researchers, instructors and practitioners, and graduate students in chemistry education.
Student Reasoning in Organic Chemistry, The Royal Society of Chemistry, 2022.
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Digital access
$140.00
Print format
Student Reasoning in Organic Chemistry
$140.00
Table of contents
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Chapter 1: Students’ Attention on Curved Arrows While Evaluating the Plausibility of an Organic Mechanistic Stepp1-18ByMelissa Weinrich;Melissa WeinrichDepartment of Chemistry and Biochemistry, University of Northern ColoradoGreeleyColorado80639USA[email protected]Search for other works by this author on:Ryan BrittRyan BrittDepartment of Chemistry and Biochemistry, University of Northern ColoradoGreeleyColorado80639USA[email protected]Search for other works by this author on:
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Chapter 2: Supporting Spatial Thinking in Organic Chemistry Through Augmented Reality—An Explorative Interview Studyp19-35BySebastian Keller;Sebastian KellerUniversity Duisburg-Essen, Chemistry EducationSchuetzenbahn 70, 45127 EssenGermany[email protected]Search for other works by this author on:Sebastian HabigSebastian HabigFriedrich-Alexander-Universität Erlangen-Nürnberg, Chemistry EducationRegensburgerstr. 160, 90478 NurembergGermanySearch for other works by this author on:
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Chapter 3: Representational Competence Under the Magnifying Glass—The Interplay Between Student Reasoning Skills, Conceptual Understanding, and the Nature of Representations 1p36-56ByLyniesha W. Ward;Lyniesha W. WardDepartment of Chemistry and Biochemistry, University of North Carolina at GreensboroGreensboroNorth CarolinaUSA[email protected]Search for other works by this author on:Fridah Rotich;Fridah RotichDepartment of Chemistry and Biochemistry, University of North Carolina at GreensboroGreensboroNorth CarolinaUSA[email protected]Search for other works by this author on:Julia Hoang;Julia HoangDepartment of Chemistry and Biochemistry, University of North Carolina at GreensboroGreensboroNorth CarolinaUSA[email protected]Search for other works by this author on:Maia PopovaMaia PopovaDepartment of Chemistry and Biochemistry, University of North Carolina at GreensboroGreensboroNorth CarolinaUSA[email protected]Search for other works by this author on:
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Chapter 4: Fostering Causal Mechanistic Reasoning as a Means of Modelling in Organic Chemistryp57-73ByOlivia M. Crandell;Olivia M. CrandellUniversity of Minnesota Rochester, Center for Learning InnovationRochesterMinnesotaUSA[email protected]Search for other works by this author on:Melanie M. CooperMelanie M. CooperMichigan State University, Department of ChemistryEast LansingMichiganUSASearch for other works by this author on:
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Chapter 5: Students’ Reasoning in Chemistry Arguments and Designing Resources Using Constructive Alignmentp74-89ByAlison B. FlynnAlison B. FlynnSearch for other works by this author on:
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Chapter 6: From Free Association to Goal-directed Problem-solving—Network Analysis of Students’ Use of Chemical Concepts in Mechanistic Reasoning1p90-109ByGyde Asmussen;Gyde AsmussenIPN – Leibniz Institute for Science and Mathematics Education, Department of Chemistry EducationOlshausenstr. 6224118 KielGermany[email protected]Search for other works by this author on:Marc Rodemer;Marc RodemerUniversity of Duisburg-Essen, Department of Chemistry EducationSchützenbahn 7045127 EssenGermanySearch for other works by this author on:Julia Eckhard;Julia EckhardJustus-Liebig-University Giessen, Institute of Chemistry EducationHeinrich-Buff-Ring 1735392 GiessenGermanySearch for other works by this author on:Sascha BernholtSascha BernholtIPN – Leibniz Institute for Science and Mathematics Education, Department of Chemistry EducationOlshausenstr. 6224118 KielGermany[email protected]Search for other works by this author on:
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Chapter 7: Epistemic Stances in Action—Students’ Reasoning Process While Reflecting About Alternative Reaction Pathways in Organic Chemistryp110-124ByLeonie Lieber;Leonie LieberJustus-Liebig-University, Institute of Chemistry EducationHeinrich-Buff-Ring 1735392 GiessenGermany[email protected]Search for other works by this author on:Nicole GraulichNicole GraulichJustus-Liebig-University, Institute of Chemistry EducationHeinrich-Buff-Ring 1735392 GiessenGermany[email protected]Search for other works by this author on:
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Chapter 8: How Do Students Reason When They Have to Describe the “What” and “Why” of a Given Reaction Mechanism?1p125-140ByJolanda Hermanns;Jolanda HermannsZentrum für Lehrerbildung und Bildungsforschung und Institut für Chemie der Universität PotsdamKarl-Liebknechtstraße 24–2514476 PotsdamGermany[email protected]Search for other works by this author on:David KellerDavid KellerZentrum für Lehrerbildung und Bildungsforschung und Institut für Chemie der Universität PotsdamKarl-Liebknechtstraße 24–2514476 PotsdamGermany[email protected]Search for other works by this author on:
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Chapter 9: In-the-moment Learning of Organic Chemistry During Interactive Lectures Through the Lens of Practical Epistemology Analysisp141-158ByIra Caspari-GnannIra Caspari-GnannSearch for other works by this author on:
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Chapter 10: Flipped Classrooms in Organic Chemistry—A Closer Look at Student Reasoning Through Discourse Analysis of a Group Activityp159-178ByNikita L. Burrows;Nikita L. BurrowsMonmouth UniversityWest Long BranchNew JerseyUSASearch for other works by this author on:Sujani GamageSujani GamageSearch for other works by this author on:
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Chapter 11: Systemic Assessment Questions as a Means of Assessment in Organic Chemistryp179-194ByGulten SendurGulten SendurDokuz Eylul University, Buca Faculty of Education, Department of Mathematics and Science EducationIzmirTurkey[email protected]Search for other works by this author on:
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Chapter 12: Variations in the Teaching of Resonance—An Exploration of Organic Chemistry Instructors’ Enacted Pedagogical Content Knowledge1p195-213ByEmily L. Atieh;Emily L. AtiehDepartment of Chemistry, University of Virginia409 McCormick RoadCharlottesvilleVA 22904-4319USA[email protected]Search for other works by this author on:Jherian K. Mitchell-Jones;Jherian K. Mitchell-JonesDepartment of Chemistry, University of Virginia409 McCormick RoadCharlottesvilleVA 22904-4319USA[email protected]Search for other works by this author on:Dihua Xue;Dihua XueCenter for Learning Innovation, University of Minnesota Rochester111 South Broadway, Suite 300RochesterMN 55904USASearch for other works by this author on:Marilyne StainsMarilyne StainsDepartment of Chemistry, University of Virginia409 McCormick RoadCharlottesvilleVA 22904-4319USA[email protected]Search for other works by this author on:
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Chapter 13: Investigation of Students’ Conceptual Understanding in Organic Chemistry Through Systemic Synthesis Questionsp214-231ByTamara Rončević;Tamara RončevićFaculty of Sciences, University of Novi SadTrg Dositeja Obradovića 321000 Novi SadRepublic of Serbia[email protected]Search for other works by this author on:Dušica D. Rodić;Dušica D. RodićFaculty of Sciences, University of Novi SadTrg Dositeja Obradovića 321000 Novi SadRepublic of Serbia[email protected]Search for other works by this author on:Saša A. HorvatSaša A. HorvatFaculty of Sciences, University of Novi SadTrg Dositeja Obradovića 321000 Novi SadRepublic of Serbia[email protected]Search for other works by this author on:
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Chapter 14: Disciplining Perception Spatial Thinking in Organic Chemistry Through Embodied Actionsp232-247ByMike Stieff;Mike StieffDepartment of Chemistry, University of IllinoisChicagoUSASearch for other works by this author on:Matthew LiraMatthew LiraSearch for other works by this author on:
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Chapter 15: Building Bridges Between Tasks and Flasks—Design of a Coherent Experiment-supported Learning Environment for Deep Reasoning in Organic Chemistry1p248-266ByCatharina Schmitt;Catharina SchmittSachsenwald SchoolSchulstraße 19D-21465 ReinbekGermanySearch for other works by this author on:Michael SchweenMichael SchweenUniversity of Marburg, Faculty of ChemistryHans-Meerwein-Straße 4D-35032 MarburgGermanySearch for other works by this author on:
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Chapter 16: Assessment of Assessment in Organic Chemistry—Review and Analysis of Predominant Problem Types Related to Reactions and Mechanismsp267-284ByGautam BhattacharyyaGautam BhattacharyyaMissouri State University, Department of Chemistry901 South National AvenueSpringfieldMO 65897USA[email protected]Search for other works by this author on:
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Chapter 17: Developing Machine Learning Models for Automated Analysis of Organic Chemistry Students’ Written Descriptions of Organic Reaction Mechanismsp285-303ByGinger V. ShultzGinger V. ShultzSearch for other works by this author on:
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Chapter 18: Development of a Generalizable Framework for Machine Learning-based Evaluation of Written Explanations of Reaction Mechanisms from the Post-secondary Organic Chemistry Curriculump304-319ByAmber J. DoodAmber J. DoodUniversity of MichiganAnn ArborMichiganUSASearch for other works by this author on:
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Chapter 19: The Central Importance of Assessing “Doing Science” to Research and Instruction1p320-337ByCara E. Schwarz;Cara E. SchwarzDepartment of Chemistry, University of Wisconsin, Madison1101 University AvenueMadisonWI 53706USA[email protected]Search for other works by this author on:Kimberly S. DeGlopper;Kimberly S. DeGlopperDepartment of Chemistry, University of Wisconsin, Madison1101 University AvenueMadisonWI 53706USA[email protected]Search for other works by this author on:Aubrey J. Ellison;Aubrey J. EllisonDepartment of Chemistry, University of Wisconsin, Madison1101 University AvenueMadisonWI 53706USA[email protected]Search for other works by this author on:Brian J. Esselman;Brian J. EsselmanDepartment of Chemistry, University of Wisconsin, Madison1101 University AvenueMadisonWI 53706USA[email protected]Search for other works by this author on:Ryan L. StoweRyan L. StoweDepartment of Chemistry, University of Wisconsin, Madison1101 University AvenueMadisonWI 53706USA[email protected]Search for other works by this author on:
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