{"title":"有机化学基础知识的个性化教学系统","authors":"Gidget C. Tay*, ","doi":"10.1021/acs.jchemed.3c01089","DOIUrl":null,"url":null,"abstract":"<p >The topics of general chemistry review, molecular representations, acids and bases, alkanes, stereoisomerism, chemical reactivity, and general mechanistic arrow pushing were presented through a personalized system of instruction (PSI) at the beginning of the first semester of organic chemistry. Students were required to demonstrate proficiency of the material by passing an assessment that could be taken multiple times, before moving on to the next concept. They were allowed to advance at their own pace and take the time they needed to understand a topic before proceeding on to the next concept. Students reported that the PSI encouraged the development of better study habits. Students enrolled in the PSI course had higher pass rates for the first semester of organic chemistry. Greater positive results were seen long-term when tracking student progress to the end of the year-long organic chemistry sequence. Specifically, in the second semester of organic chemistry, pass rates increased (100% vs 83%), and end-of-term grades were higher. Average scores on the cumulative ACS 2020 Organic Chemistry Exam were also 46% higher than the preliminary national norms.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Personalized System of Instruction for the Foundational Knowledge of Organic Chemistry\",\"authors\":\"Gidget C. Tay*, \",\"doi\":\"10.1021/acs.jchemed.3c01089\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p >The topics of general chemistry review, molecular representations, acids and bases, alkanes, stereoisomerism, chemical reactivity, and general mechanistic arrow pushing were presented through a personalized system of instruction (PSI) at the beginning of the first semester of organic chemistry. Students were required to demonstrate proficiency of the material by passing an assessment that could be taken multiple times, before moving on to the next concept. They were allowed to advance at their own pace and take the time they needed to understand a topic before proceeding on to the next concept. Students reported that the PSI encouraged the development of better study habits. Students enrolled in the PSI course had higher pass rates for the first semester of organic chemistry. Greater positive results were seen long-term when tracking student progress to the end of the year-long organic chemistry sequence. Specifically, in the second semester of organic chemistry, pass rates increased (100% vs 83%), and end-of-term grades were higher. Average scores on the cumulative ACS 2020 Organic Chemistry Exam were also 46% higher than the preliminary national norms.</p>\",\"PeriodicalId\":43,\"journal\":{\"name\":\"Journal of Chemical Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2024-05-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Chemical Education\",\"FirstCategoryId\":\"92\",\"ListUrlMain\":\"https://pubs.acs.org/doi/10.1021/acs.jchemed.3c01089\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://pubs.acs.org/doi/10.1021/acs.jchemed.3c01089","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
Personalized System of Instruction for the Foundational Knowledge of Organic Chemistry
The topics of general chemistry review, molecular representations, acids and bases, alkanes, stereoisomerism, chemical reactivity, and general mechanistic arrow pushing were presented through a personalized system of instruction (PSI) at the beginning of the first semester of organic chemistry. Students were required to demonstrate proficiency of the material by passing an assessment that could be taken multiple times, before moving on to the next concept. They were allowed to advance at their own pace and take the time they needed to understand a topic before proceeding on to the next concept. Students reported that the PSI encouraged the development of better study habits. Students enrolled in the PSI course had higher pass rates for the first semester of organic chemistry. Greater positive results were seen long-term when tracking student progress to the end of the year-long organic chemistry sequence. Specifically, in the second semester of organic chemistry, pass rates increased (100% vs 83%), and end-of-term grades were higher. Average scores on the cumulative ACS 2020 Organic Chemistry Exam were also 46% higher than the preliminary national norms.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.