The Task Navigator Following the STRAKNAP Concept: Development, Application, and Evaluation of a New Scaffold to Support Nonmajor Chemistry Students while Solving Tasks in Organic Chemistry

Abstract

Educational Scaffolding was first mentioned in 1976 by Wood et al. Several examples for scaffolding in chemistry are also known from the literature. As written scaffolds, stepped supporting tools to support students while solving problems in organic chemistry were developed, applied, and evaluated. Although the students rated the tool as very helpful, a think-aloud study showed that the support given by this scaffold was not sufficient. As a further development of stepped supporting tools, task navigators were therefore developed, applied, and evaluated. This new scaffold gives tips on strategy, knowledge, and application of knowledge after the STRAKNAP concept. The evaluation of this tool shows that the students rated the tool as being very helpful. A think-aloud study showed that the scaffold supports the students while they solve a problem. Because of the stepwise construction of the task navigators and the providing of the knowledge needed for the application, the students can solve parts of the task successfully even if they do not solve all parts correctly; the students can always start from scratch. When students use the tool regularly, their knowledge of organic chemistry increases compared to students who did not use the tool at all. The task navigator is not only a scaffold for the content of the task but also for the development of methodological competences on the field of strategies and applying knowledge.

Mechanistic Reasoning in Organic Chemistry: A Scoping Review of How Students Describe and Explain Mechanisms in the Chemistry Education Research Literature

“…A variety of studies address students’ understanding of leaving groups in organic chemistry. Students often use leaving groups to categorize reactions and can correctly identify leaving groups when provided with mechanistic steps; ,, however, students can struggle to identify “hidden” leaving groups in other reaction types (e.g., acetal reactions) . Many students refer to leaving groups as “good” without providing explanation, suggesting that students might be using surface features to memorize leaving group ability rather than using chemical reasoning. ,, Similarly, students’ reasoning about leaving group departure steps is often teleological rather than causal; for example, students often focus on creating good leaving groups rather than reasoning based on chemical properties. ,, However, some students invoke the octet rule, charge to size ratio, and electronegativity to reason about leaving group ability and leaving group departure steps. ,, …”

“…A variety of studies address students' understanding of leaving groups in organic chemistry. Students often use leaving groups to categorize reactions and can correctly identify leaving groups when provided with mechanistic steps; 40,87,107 however, students can struggle to identify "hidden" leaving groups in other reaction types (e.g., acetal reactions). 89 Many students refer to leaving groups as "good" without providing explanation, suggesting that students might be using surface features to memorize leaving group ability rather than using chemical reasoning.…”

Students’ Strategies, Struggles, and Successes with Mechanism Problem Solving in Organic Chemistry: A Scoping Review of the Research Literature

“…Another challenge often faced by students is the need to consider and translate between the multiple representations of molecular structures and processes (e.g., IUPAC names, Newman projections, bond-line, EPF mechanisms, reaction coordinate diagrams), which can impact success in organic chemistry problem solving. ,,,, For instance, students in one study were more likely to arrive at the correct solution to organic chemistry problems (e.g., outline a synthesis, draw all possible isomers) when they drew more representations, including mechanisms . Despite the importance of multiple representations in organic chemistry, many studies show that it is challenging for students to translate between them (e.g., between different structural representations or between verbal and symbolic representations). ,, However, encouraging students to use models, especially physical models, can support their ability to translate between different structural representations (e.g., between Newman projections and bond-line structures). − A variety of studies focus specifically on how students consider reaction coordinate diagrams (RCDs) when solving mechanism problems. ,− Findings indicate that students often think that only the major reactants, intermediates, or products of mechanisms are depicted on RCDs .…”

Online Teaching in the Course “Organic Chemistry” for Nonmajor Chemistry Students: From Necessity to Opportunity

“…Since the students rated those materials as helpful, − we wanted to integrate them in our online course. Because task navigators proved to be especially helpful, new task navigators for the tasks were developed and used (for an example see Appendix 2). The task navigators take over the role of the tutors in the seminars, who normally support students, for example by explaining the content.…”

“…We observed before that students struggle with such tasks and tackled the problem by providing task navigators for selected tasks (for an example see Appendix 2) and solutions with detailed comments concerning problem solving strategy. The task navigators 12 provide the students with three different categories of tips: strategic tips, tips on the knowledge required, and application tips where this knowledge should be applied. The students could download the tasks with the accompanying script for the week at hand.…”