Support for instructional scaffolding with ¹H NMR spectral features in organic chemistry textbook problems

Abstract

<p>Nuclear magnetic resonance (NMR) spectroscopy is vital to synthesis and provides rich problem-solving opportunities to organic chemistry students. Using the theories of scaffolding, interleaving, and blocking, our research systematically explores how textbooks introduce and reinforce spectral features when teaching students to solve ¹H NMR spectroscopy problems. Specifically, we investigated the ¹H NMR spectral features presented in worked examples and practice problems across four undergraduate organic chemistry textbooks. We examined the frequency and ordering of spectral features to explore how the textbooks could support scaffolded instruction. Spectral features like the number of signals and chemical shift were covered by problems more frequently, while integration was covered least. Our findings suggest that textbooks do not provide sufficient practice with all ¹H NMR spectral features. We observed no discernible pattern in how textbooks ordered spectral features of ¹H NMR in problems, indicating that there is little systematic method to the design of textbook chapters. Implications for textbook authors and editors, instruction, and research are discussed.</p>

A Review of Research on the Quality and Use of Chemistry Textbooks

“…We also captured the theoretical and/or analytical frameworks that were used to analyze chemistry textbooks or design studies around chemistry textbooks . Several frameworks were used in multiple studies that employed theoretical frameworks: Johnstone’s Triangle, ,,,,,,,,, Cognitive Load Theory, ,, Bloom’s Taxonomy, ,, Mayer’s Multimedia Principles, , Ainsworth’s Design, Functions, Tasks (DeFT) Framework, , Robert’s Curriculum Emphases, , and the Framework on Scientific Literacy. , We identified multiple other frameworks that were each used in a single study on chemistry textbooks (e.g., the Information Processing Model, Vygotsky’s Zone of Proximal Development, Kozma and Russel’s Representational Competence, Fink’s Taxonomy of Significant Learning, Han and Roth’s Semiotic Model, Vermunt and Verloop’s Taxonomy of Learning Activities, Wu and Shah’s Five Principles of Textual Diagrams, Constructivism, the Analogy Classification Framework, Bunge’s Five Ontological Categories, Ausubel and Novak’s Meaningful Learning, and others). Importantly, about half of the articles ( n = 39, 49%) did not use any theoretical/analytical frameworks to guide the design of their studies and the interpretation of their findings.…”

“…The studies in this category investigated a wide variety of chemistry topics: bonding, ,,,,,, nature of science, ,,,, redox and electrochemistry, ,, gas laws, , models, , kinetics, , substance and matter, , energy, , delocalization and resonance, 1 H NMR spectroscopy, protein synthesis, carbonyl chemistry, thermodynamics, acid–base chemistry, physical and chemical change, electrolysis, heat, gene function, Millikan’s oil drop experiment, practical work and laboratory procedures, air quality, industrial organic chemistry, and green chemistry . Almost half of these studies analyzed exclusively secondary chemistry textbooks, ,,,,,,,,,,,,,,,, and a substantial number of studies analyzed general ,,,,,,, or organic chemistry textbooks. ,,,, The remaining studies compared different chemistry textbooks: secondary and general chemistry textbooks, ,, secondary chemistry and biology textbooks, ,, secondary science, general chemistry, and physical chemistry textbooks, and two studies compared textbooks for more than three subjects.…”

“…Upon more in-depth screening of these articles, we excluded 4 that did not fit our inclusion criteria. The final sample included 79 studies. − While we intend this review to be comprehensive, we acknowledge the possibility of unintentional omissions. Of note is that none of the articles in this review are written by the authors of this manuscript.…”

A Nuclear Magnetic Resonance Solvent Impurity Jigsaw-Style Activity for Undergraduate Organic Chemistry Students

“…Students’ understanding of NMR spectroscopy requires a combination of conceptual knowledge and problem-solving skillsrendering this a challenging topic to both teach and learn. , While many organic textbooks and instructional resources provide general guidelines for approaching problem-solving, the vast complexity of organic structures can lead to unexpected chemical shifts ,,− and complex splitting patterns ,,, in 1 H NMR spectra. Variability in students’ spectral interpretation has led to several reports in the chemistry education literature, including laboratory experiments, − problem-solving approaches, , and instructional scaffolding strategies. ,, This manuscript describes the design and implementation of a jigsaw-style NMR learning activity, contextualized with student reflections on (a) working with authentic spectra and (b) the solvent identification activity itself.…”

“…Variability in students' spectral interpretation has led to several reports in the chemistry education literature, including laboratory experiments, 12−17 problem-solving approaches, 18,19 and instructional scaffolding strategies. 5,6,20 This manuscript describes the design and implementation of a jigsaw-style NMR learning activity, contextualized with student reflections on (a) working with authentic spectra and (b) the solvent identification activity itself.…”