Benefits of Using a Problem-Solving Scaffold for Teaching and Learning Synthesis in Undergraduate Organic Chemistry I

Sloop, Joseph C.; Tsoi, Mai Yin; Coppock, Patrick

doi:10.20429/ijsotl.2016.100108

Cited by 11 publications

(12 citation statements)

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“…(2016) This year, organic chemistry was taught using the problem-solving scaffold (Bodé & Flynn, 2016;Sloop et al, 2016) and analogy approaches, especially in the abstract matter (Samara, 2016). Furthermore, the process-oriented guided inquiry learning (POGIL) (Carneiro et al, 2016), Topic-Specific Pedagogy Content Knowledge (TSPCK) and Content Knowledge (CK) (Davidowitz & Potgieter, 2016) methods were implemented, with various chemistry software such as Chem Office, Hyperchem, and Gaussian 03, used to improve student spatial thinking skills (Wang, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Students' mastery of concepts, such as learning organic chemistry, is also needed to improve their synthesis skills and solved the problem of organic compound synthesis (Flynn, 2014). Furthermore, the problem-solving scaffold approach developed by (Bodé & Flynn, 2016;Sloop et al, 2016), as well as the building framework for improving student mechanistic reasoning in organic chemistry (Caspari et al, 2018), was used to improve their problem solving skills and problem-solving of thinking (Stowe & Cooper, 2017). Timofte and Popuș (2019) stated that critical and systems thinking skills were used to seek and correlate students' knowledge of chemistry (Horowitz et al, 2013),…”

Section: Resultsmentioning

confidence: 99%

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Techniques adopted in teaching students organic chemistry course for several years

Sukmawati

2020

jipi

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Organic chemistry is a compulsory course for both science and science education students. Therefore a proper course design is needed to ease the understanding of the concepts considered difficult in terms of learning activities, application of technology, and innovation in the curriculum structure. Various studies have been carried out to solve problems in organic chemistry courses, with the majority focused on concept mastery due to students' difficulty. Furthermore, their thinking skills need to be improved after graduating from the university in accordance with the 21st century, which is associated with the application of technology and curriculum modification. The results showed that most studies in organic chemistry courses focused on improving students' concept, understanding, and thinking abilities. Therefore, little application of technology and curriculum modification is still needed in the innovation of organic chemistry courses, especially in applying technology. In conclusion, courses related to organic chemistry still need innovation, especially in the application of technology. This research can serve as a reference for developing organic chemistry learning in the future.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Techniques adopted in teaching students organic chemistry course for several years

Sukmawati

2020

jipi

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“…Retrosynthetic analysis (RSA) is a challenging topic. , Students need to understand the terminology and recognize sensible bond disconnections and functional group interconversions by recalling key synthetic transformations. However, it is not possible to succeed simply by memorizing these key principles. , To develop the necessary understanding to critically analyze and problem-solve requires lots of practice. − For designing RSAs, it can be beneficial for students to begin with worked examples before moving on to practicing solving problems to improve self-awareness and confidence . To provide an opportunity for students to practice RSAs and synthetic planning, in a new and unconventional way, we were interested in the application of gap-fill exercises.…”

Section: Introductionmentioning

confidence: 99%

Retrosynthetic Analysis in Action: The Effectiveness of Filling in the Gaps

Parsons

2021

J. Chem. Educ.

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A series of distinctive gap-fill activities were designed to provide practice and test students' knowledge in retrosynthetic analysis. Developed and tested during the COVID-19 pandemic, the activities allow students to work through authentic multistep syntheses of various organic target molecules.Students were asked to identify appropriate RSA terminology and suitable reagents and answer questions on reaction selectivity and mechanisms. Mark schemes were provided so students could quickly evaluate their answers. Feedback results showed students enjoyed these activities and found them beneficial to their learning.

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“…Students need to have generic skill in order to successfully solve the problems to synthesize organic compounds. For that reasons, some studies also used problem solving methods to synthesize organic compounds as scaffolding [13,14]. The problem solving is known can improve generic skill in science and critical thinking [15,16].…”

Section: Introductionmentioning

confidence: 99%

Exploring Generic Skill of Student in Science through Disconnection Approach in Organic Synthesis

Amsad¹,

Liliasari²,

Kadarohman³

et al. 2019

Proceedings of the 3rd Asian Education Symposium (AES 2018)

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The study aims to determine to students' generic skill in science by learning disconnection approach in organic synthesis. Participants of this study were 16 students from the department of chemistry education from one of state universities in Indonesia. The research method was a quasi-experimental by using only one pre-test and post-test group design. The data shows that the highest N gain value of generic skill in science was found in indirect observation that have N gain 0.8 and the lowest value 0,446 in logical consistency questions. While in the concept of formation and the causality had N gain value of 0.596 and 0.634, respectively. Moreover, the N gain value in indirect observation had high criteria, but the other indicators had medium criteria.

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Benefits of Using a Problem-Solving Scaffold for Teaching and Learning Synthesis in Undergraduate Organic Chemistry I

Cited by 11 publications

References 1 publication

Techniques adopted in teaching students organic chemistry course for several years

Techniques adopted in teaching students organic chemistry course for several years

Retrosynthetic Analysis in Action: The Effectiveness of Filling in the Gaps

Exploring Generic Skill of Student in Science through Disconnection Approach in Organic Synthesis

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