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关键词： 有机化学综合实验   咪唑并[1,2-a]吡啶  

摘要： 介绍一个研究探索型有机化学综合设计实验——咪唑并[1,2-a]吡啶的合成与表征。该实验以商品化的2-氨基吡啶和氯乙醛为原料,在碳酸钾的作用下得到咪唑并[1,2-a]吡啶。针对有机实验教学中学生理论联系实际能力不足,本实验通过红外光谱和核磁共振氢谱表征以及对产物图谱的分析,使学生更深刻地理解有机基础课所学的波谱理论知识。

关键词： 雨课堂   有机化学   微信   教学  

摘要： 将有机化学课程教学与"雨课堂"相融合,基于"雨课堂"搭建了包含课前预习、课堂教学和课后总结在内的全方面师生互动教学平台,通过教学实践总结了"雨课堂"在有机化学教学过程中的效果和局限性,并提出了一些改进措施。

关键词： 教学改革   创新应用型人才   微型生产   有机化学实验  

摘要： 为了适应社会对创新应用型人才的需求,针对传统有机化学实验教学存在的弊端,对有机化学实验教学进行探索与实践,培养创新应用型人才,构建“微型生产”有机化学实验平台,使实验课程更具应用性和挑战性,增强了学生学习的兴趣,有效的启发了学生科学、严谨、又具创新性的思维方式,切实提高了学生发现问题、分析问题及解决问题的能力,并取得了良好的实践效果。

关键词： 有机化学实验   成绩评定   多元化  

摘要： 随着高校实验教学改革的不断深入,实验课程教学的重要性越来越突出,科学合理的成绩评定体系是实验教学中的重要环节。本文针对目前有机化学实验成绩评定体系中存在的问题及弊端进行了分析,并尝试提出了"多元化成绩评定体系",成绩评价更加公正合理。其实施效果表明能够极大地调动学生的积极性和主动性,培养学生在实验过程中独立思考、发现问题、分析问题以及解决问题的能力。

关键词： Chemical Education Research   Second-Year Undergraduate   Internet/Web-Based Learning   Computer-Based Learning   Testing/Assessment   Organic Chemistry   Lewis Structures   Resonance Theory  

摘要： This quantitative study examines the impact of a three-week online organic preparatory course for chemistry undergraduates that is designed to improve student performance in the subsequent organic chemistry course series (N = 1,289). Organic chemistry often serves as a gatekeeper for students pursuing careers in science, technology, engineering, or mathematics (STEM). Because many students are underprepared for the rigorous organic chemistry series, and consequently are at greater risk of failing it, an online preparatory course was offered that emphasized topics that students frequently struggle with when they enter organic chemistry. The average treatment effects of participation in the online preparatory course on students' subsequent organic chemistry course grades were analyzed utilizing inverse-probability weights with regression adjustment. The analyses indicate that participation in the online preparatory course led to an improvement in subsequent organic chemistry course performance of approximately one-third of a letter grade (e.g., C+ to B-). Notably, students typically at-risk in college environments (i.e., low-income students, first-generation college students, underrepresented minorities) showed commensurate gains when compared to their non-at-risk counterparts. Consequently, this study provides an example of a low-cost intervention that can increase student learning and achievement in organic chemistry. In addition, this study contributes to the nascent research base that examines more distal effects of online course participation.

关键词： Second-Year Undergraduate   Organic Chemistry   Misconceptions   Lewis Structures   Mechanisms of Reactions  

摘要： Assessments can provide instructors and students with valuable information regarding student's level of knowledge and understanding, in order to improve both teaching and learning. In this study, we analyzed departmental assessment quizzes given to students at the start of Organic Chemistry 2, over an eight year period. This assessment quiz was designed to test students on core concepts from Organic Chemistry 1 that require the use of symbolic representations, such as drawing Lewis structures and using curved arrows. Using statistical analysis, it was found that students performed significantly lower than expected on the assessment quiz, and there was no significant difference in scores on the quiz over the eight years analyzed. Analysis of each individual question revealed that approximately one-third of the students made mistakes when converting a condensed formula or a chemical name to a chemical structure. For questions that involved more detailed answers such as drawing structures and showing simple mechanisms, approximately 95% of the students made errors.

关键词： affect and achievement   evaluation and theory   science education  

摘要： This study is designed to test a reciprocal causation, cross-lagged model of self-concept, self-efficacy, and achievement in a postsecondary STEM course. Both self-efficacy and self-concept are known to be related to achievement;however, there is a need to untangle the relationship between the two constructs as well as their association to achievement across time to best direct future research efforts. To achieve this research interest, a longitudinal measurement strategy was used to measure chemistry self-concept and self-efficacy for learning and performance before and after achievement measures (i.e., two term examinations) in a postsecondary organic chemistry course context. A reciprocal causation, cross-lagged model best fits the data as a representation of the relationships between these three measures over time as compared to autoregressive, performance effects, and self-belief effects models. Significant paths in the reciprocal causation, cross-lagged model include the first self-concept measure to the first achievement measure as well as from the second self-concept measure to the third self-efficacy measure. Relationships from achievement to each subsequent self-belief measure were also significant. This study demonstrates the ability of longitudinal measurements of multiple constructs in postsecondary STEM educational research to collect nuanced information that is overlooked when pre-measure designs of single constructs are used. In the classroom, an initial measure of self-concept can inform instructors of the likelihood of students to succeed on an initial achievement measure, at which point they may choose to implement some of the targeted intervention strategies from literature.

关键词： Organic Chemistry   Laboratory Instruction   Inquiry-Based/Discovery Learning   Medicinal Chemistry   Synthesis  

摘要： This article presents the structure of the organic chemistry laboratory Course "Synthesis and Extraction of Drugs" that is included in Modena University (Italy) in the third year of the five-year "Chemistry and Pharmaceutical Technologies" degree program. This course is unique in its kind, and it aims to provide students with the critical-thinking skills required to face practical organic synthesis. Because the "problem-based learning" approach ensures a high level of learning, we modified this approach to reconcile the students' knowledge, the resources available compared with the number of students, and the purpose of a deep learning. Accordingly, tailored academic materials have been prepared (a textbook, a laboratory notebook, and a selection of primary literature), appropriate in-class and laboratory activities have been set up, and a grading pattern that promotes the active learning process has been defined. Although the number of students is high, following this approach, very positive results with respect to both laboratory techniques and critical thinking ability have been obtained.