Exploring diversity: student's (un-)productive use of resonance in organic chemistry tasks through the lens of the coordination class theory

Abstract

Resonance is a crucial concept in Organic Chemistry that enables both deriving chemical properties from molecular structures and predicting reactions by considering electron density distribution. Despite its importance for problem-solving and learning success, learners encounter various difficulties with this concept. Although prior research suggests that learners struggle to reason about resonance in problem-solving tasks, existing studies are often limited to singular contexts. Given that task approaches and reasoning are context-dependent, little is known about how learners use resonance across task contexts and which characteristics underlie productive concept use. To this end, a qualitative interview study was conducted, in which undergraduate chemistry students (N = 21), all beginners of Organic Chemistry, solved three organic case comparison tasks requiring the consideration of resonance. Through the analytical lens of the coordination class theory, we analysed the extent to which students used their representations of resonance structures, their task approaches, and the variety of resonance-related resource activation and connection in problem-solving across three different contexts. The results show that students’ use of resonance is diverse across the contexts. It can be characterized by a complex interplay of multiple factors reflecting the multifold processes when considering resonance. However, some essential characteristics of productive concept use in problem-solving (e.g., the activation of resources across different granularity levels) could be deduced. Implications for supporting learners’ use of resonance in problem-solving are discussed.

Conjugation Amplifies Complexity: A Comparison of Problem-Solving Strategies Across the Organic Chemistry Sequence

“…However, while OC2 students were more successful with drawing and using resonance structures for problem A, the use of resonances was similar across both cohorts. Braun and Graulich reported similar findings with regard to the application of resonance of three tasks, in which the productive application was diverse across different tasks. This reinforces the underlying foundation of the resources framework in that activation is context-dependent. ,, …”

“…The research study examines how students solve problems using the resources activated by the question prompt and structure during the problem-solving process. Similar to research reports from Braun and Graulich and Gao, Outlaw et al, , the research prompts and chemical structures differ, which can result in activation of differing resources. , The resources framework also emphasizes that experience with a wider range of prompts will impact the specific resources activated. , Given the focus on both OC1 and OC2, the participants from the two courses will have differing extents of experience in analyzing organic structures. Additionally, similar to research by Kranz et al, we seek to develop themes based on these observations to develop scaffolding activities to promote both activation and productive use of resources.…”

How Much? How Fast? A Study of Kinetics and Thermodynamics through the Lens of Reaction Coordinate Diagrams in Organic Chemistry

“…Figures and illustrate an expert resource map and RCD for the Markovnikov Addition and Zaitsev Elimination in which the resources are denoted in circles. Using a methodology similar to Braun and Graulich, the specific information for constructing a RCD, which could be extracted from a given resource, was identified. The four pieces of information include (1) structure, (2) the type of reaction, (3) kinetic, and (4) thermodynamic.…”

“…Modir et al further extended the definition of resource to “a manifold of knowledge pieces.” The manifold of knowledge pieces is context-dependent, with resources being activated to differing extents based on the prompt or other cues, and resources activated will evolve with student experiences. The grain size of a resource varies widely based from fundamental phenomenological primitives (p-prims), − which are accepted facts used in explanations to complex theories …”