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关键词： 有机化学   课堂教学   新课导入  

摘要： 新课的导入是教学过程的开始,良好的课堂导入有助于激发学生的学习热情,提高学生的学习兴趣,从而提高课堂教学效果,因此新课导入要讲究方法和技巧。结合自身从事有机化学教学的实际经验和体会,介绍了有机化学课堂教学导入新课的几种方法,如日常生活导入、化学药物事件导入、社会热点新闻导入、诺贝尔化学奖导入和学生自主导入等,希望给有机化学教师提供一些参考。

关键词： Second-Year Undergraduate   Laboratory Instruction   Organic Chemistry   Multimedia-Based Learning   Synthesis  

摘要： A modular and target-group oriented online video library with 48 videos was developed and produced in order to reduce the complexity of an introductory organic chemistry laboratory class. The library comprises three different types of videos: "Tutorials" explaining fundamental laboratory techniques, "Do nots" pointing students in a humorous way to typical mistakes, and videos demonstrating complete syntheses in a "Step-by-Step" fashion. This report describes the principles, development, production, and presentation of this video library.

关键词： Upper-Division Undergraduate   Problem Solving/Decision Makin&   Biochemistry   Organic Chemistry  

摘要： A chemistry course designed as an elective for chemistry, biochemistry, biology, and pharmaceutical science majors is described. The course is designed for second- through fourth-year undergraduate students. The prerequisite is first-semester, second-year undergraduate organic chemistry with the second semester of the organic sequence as a corequisite. The emphasis is on the mechanistic organic chemistry of enzyme transformations. An inductive approach is utilized in which students are initially taught an array of mechanistic probe experiments and learn how to design and implement these experiments to elucidate mechanisms. The intent of this research/hypothesis-driven approach is to enable students to propose experiments to test premises. After proposing probe experiments, the students will receive data so that, upon their interpretation of the data, they can propose potential mechanism(s) and defend their proposals. The primary chemical literature is emphasized throughout the course. Potential syllabi, a detailed overview of the applicable mechanistic probe experiments, multiple problem sets for distribution to students (with a faculty answer guide), a listing of 40 appropriate primary literature research articles utilized in the course, a listing of additional resources, and an extensive student study guide (reviewing applicable organic chemistry and biochemistry review principles) are all provided in the Supporting Information.

关键词： Organic chemistry   Undergraduates   Students  

关键词： Chemical Education Research   Second-Year Undergraduate   Laboratory Instruction   Organic Chemistry   Multimedia-Based Learning  

摘要： An online video library comprising three different types of videos was used intensively by bachelor-level students before and throughout an introductory organic chemistry laboratory course, when presented and assigned to the experiments appropriately. An empirical study (N = 103) revealed that the utilization of videos and preferences for video types depend crucially on individual student characteristics, such as gender, study course, intrinsic motivation, and the self-perception of conscientiousness. Student assessment of the video library, a positive impact on students' self-concept of ability, and an increase of knowledge in know-how tests on laboratory techniques of up to 100% indicate the benefits of the online video library on students' cognitive, affective, and psychomotor learning in a laboratory course.

关键词： Organic Chemistry   Chemical Education Research   Mechanisms of Reactions   Second-Year Undergraduate  

摘要： This three-year study builds on prior work analyzing students' causal mechanistic explanations about acid-base reactions. Here we extend that work to characterize and investigate how students construct causal mechanistic explanations of simple nucleophilic substitution reactions. After an initial pilot study, we adopted a modified version of the original task prompt which was used in two subsequent years to compare responses from students enrolled in a transformed organic chemistry course (Organic Chemistry, Life, the Universe and Everything) and a traditional organic chemistry course. Student responses were sampled in the middle of the first semester organic chemistry, just after they had learned the material, and once again at the end of the course, to identify how responses changed over time. Our findings from this study include (1) eliciting causal mechanistic explanations requires careful scaffolding to activate productive elements of a response, and (2) students from a transformed course are more likely to construct a causal mechanistic explanation at the end of Organic Chemistry 2 than students from the control group, suggesting that if students are to retain the use of valuable knowledge, this must be supported by instruction and course expectations.

关键词： Green Chemistry   Textbooks/Reference Books   Organic Chemistry   General Public   Second-Year Undergraduate  

摘要： This paper examines the current state of the implementation of green chemistry into organic chemistry textbooks. Content analysis of the 15 most used organic chemistry textbooks revealed that only 10 of them had any mention of green chemistry. In textbooks that contained mentions of green chemistry, it was mentioned on less than 1% of pages. Green chemistry topics mentioned include the 12 green chemistry principles, atom economy, greener solvents and reagents, recycling, biodegradable materials, renewable feedstocks, and catalysis. Only three textbooks contained several end-of-chapter problems with green chemistry content, and all but two included the majority of green chemistry content in extraneous textboxes. The current presentation of green chemistry concepts and lack of assessment items is more suitable for a lecture-based approach as opposed to creating a student-centered learning environment.

关键词： First-Year Undergraduate/General   Second-Year Undergraduate   Curriculum   Organic Chemistry   Testing/Assessment   Green Chemistry  

摘要： The American Chemical Society (ACS), Division of Chemical Education, Examinations Institute, has been developing content maps to describe comprehensively the undergraduate curriculum aligned to traditional subdisciplines. These content maps have been developed through the combined efforts of many faculty members who teach the targeted courses in the subdiscipline. A recent collaboration between the Examinations Institute and the ACS Green Chemistry Institute has resulted in the consideration of green chemistry content in the context of the content maps. The inclusion of green chemistry concepts in the context of organic chemistry has been the initial focus of the work of this collaboration. Through working with faculty who teach green chemistry courses or organic chemistry courses with the theme of green chemistry, the organic chemistry content map has been revised and reconceptualized with the theme of green chemistry included. The process, excerpts of the content map, and alignments of traditional organic chemistry exam items to both the organic chemistry content map and the organic chemistry content map with the inclusion of green chemistry are reported.

ISBN: (纸本)9787122357939

关键词： Secondary School Students   Early Adolescents   Persuasive Discourse   Science Process Skills   Organic Chemistry   Scientific Principles   Scientific Literacy   Knowledge Level  

摘要： The aim of this research was to establish the effects of argumentation and the quality of arguments related to history of the development of organic chemistry: (i) on the level of the pupils' knowledge about the composition, structure and general properties of organic compounds;and (ii) on their perception of the key aspect of NOS that scientific knowledge is tentative. A quasi-experiment involved two parallel groups of 14-year-old pupils, a total of 105 of them. The pupils in group., as opposed to those in group B, were exposed to argumentation in the context of history of the development of organic chemistry. The instruments in this research were a diagnostic test, used to establish how well matched the groups were in terms of previous knowledge, and a post-test, the purpose of which was to establish the effects of argumentation on the pupils' achievements. After both tests, the pupils expressed their views of the fact that the scientific knowledge is tentative using a five-point Likert scale. All the arguments produced in group A were classified in four categories based on their structure. Although a moderately positive correlation between the quality of arguments and the post-test achievements in group A was established, no significant difference between the arithmetic means in the post-test in groups A and B was found. After the intervention, a significantly higher number of pupils in group A were of the opinion that scientific knowledge is tentative, compared with the number of pupils from group B.