A Mailman Analogy: Retaining Student Learning Gains in Alkane Nomenclature

Abstract

Visual analogies play an important role in the teaching and learning of many diverse topics in chemistry. Organic nomenclature is an essential skill needed for student success in organic chemistry; however, it is a topic most students have difficulty in mastering. Without a strong foundation of nomenclature, students will struggle to follow more advanced organic chemistry topics. The project described uses the analogy of a mailman, who is new to an area and trying to remember the destinations of his postal route, to teach alkane nomenclature. Once students master the topic of alkane nomenclature, they are ready to take on the task of naming other organic molecules. Application of the Teaching-With-Analogies (TWA) model defines a stepwise approach to generate an effective analogy and hence was used in the development of the mailman analogy. An easily understandable picture of a mailman, a route system, and housing along the route provides an analogy capable of developing students' understanding of alkane nomenclature in organic chemistry. The assessment of student learning gains was performed in two different settings (Analogy versus Nonanalogy Groups) and it reveals that students who learn nomenclature with the analogy retain their learning gains through the course, whereas students who learn nomenclature without the analogy lose some of their gains as the semester continues.

Investigating the presence of misconceptions of 8th grade students through multiple-choice questions at national chemistry competition test

“…Recently, many strategies to improve lessons and eliminate organic nomenclature misconceptions among students can be found in the literature [24,25].…”

Real Molecular Structure and its Canonical Forms Explanation in Resonance Theory, through Comparison Analogy of Real Macro Entity and its Different Sketches

“…5,6,9 Similar type of problem faced by the organic chemist while explaining the structure of organic compounds especially the canonical forms and the actual molecule while discussing the Rules of resonance. 10 During basic chemistry courses all over the world a small fraction of students raise puerile questions during the lecture, 11 which are ignored by the teachers sometime to save the lecture time and utility on more important concepts as a result that small fraction of students find chemistry as boring subject, where imaginary things are discussed and taught. However suitable analogy related to the query or topic make it easy 12 , understandable and develop students interest in the subject 13,14,15 i.e.…”

Significance of Suitable Analogy Usage to Explain Challenging Theories in Chemistry and Other Fields of Science

“…Similar type of problem faced by the organic chemist while explaining the structure of organic compounds especially the canonical forms and the actual molecule while discussing the Rules of resonance (Smith, 2019). During basic chemistry courses all over the world a small fraction of students raise puerile questions during the lecture (Orvis et al, 2016), which are ignored by the teachers sometime to save the lecture time and utility on more important concepts as a result that small fraction of students find chemistry as boring subject, where imaginary things are discussed and taught. However suitable analogy related to the query or topic make it easy (Cortés-Figueroa, Pérez, López, & Moore-Russo, 2011), understandable and develop students interest in the subject (Orgill, Bodner, Pienta, Cooper, & Greenbowe, 2005;Silverstein, 1999;Spezzini, 2010) i.e.…”