关键词：
chemical education research
organic chemistry
computer-based learning
testing
assessment
Lewis acids and bases
摘要：
A well-developed understanding of the Lewis acid-base model is highly important for the understanding of organic chemistry. As such, students should receive instruction and be assessed on use of the model. Online tutorials and constructed-response items provide a means for confirming that students have a well-developed conceptualization of the Lewis acid-base model. In a prior study, a predictive logistic regression model was presented that can be used with constructed-response assessment items to determine use of a Lewis acid-base model in written responses. In this study, we use that predictive model to evaluate the effectiveness of a tutorial designed to promote meaningful understanding of the Lewis acid-base model in three different instructional contexts: first-semester organic chemistry students before summative assessment, first-semester organic chemistry students after summative assessment, and second-semester organic chemistry students. Additionally, we evaluated the learning gains of one set of first-semester students after a 3-week time delay. McNemar's test results suggest that the tutorial had a net positive impact in all three instructional contexts, with the most significant impact observed with the second-semester students. This work has implications for further development of literature-based tutorials to promote meaningful understanding of organic chemistry reaction mechanisms assessed by constructed-response items.
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中文科技期刊
