Charles T. Cox Jr.*, Reika Shimomura, Jacques T. V. E. Hall and Sean Gao,
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引用次数: 0
摘要
共振结构是有机化学的核心表征,可解释酸性、反应性、几何形状和稳定性的趋势。尽管共振结构是一种核心表征,但先前的研究结果表明,学生对共振这种资源的生产性应用取决于情境。本研究报告了一项横断面分析研究的结果,该研究调查了有机化学 I(OC1)和有机化学 II(OC2)的学生如何使用共振结构来描述酸碱性质、化学位移和几何形状。来自有机化学一(OC1)和有机化学二(OC2)的六名学生参加了半结构式访谈,以了解他们解决问题的途径。每个提示都设计为使用共振结构进行回答。正如预期的那样,注意到共振的OC1学生在绘制和应用共振结构方面不如OC2学生成功。不过,尽管每个提示中的分子都很相似,但两组学生都在一定程度上使用了共振结构。在两门课程中,不需要结构操作的资源,如 s 字符和电负性,通常被激活而不是共振。
Conjugation Amplifies Complexity: A Comparison of Problem-Solving Strategies Across the Organic Chemistry Sequence
Resonance structures are central representations in organic chemistry that explain trends in acidity, reactivity, geometry, and stability. Despite being a central representation, prior research findings have shown that students’ productive application of resonance as a resource is context-dependent. This research reports findings from a cross-sectional analysis study investigating how Organic Chemistry I (OC1) and Organic Chemistry II (OC2) students use resonance structures to describe acid–base properties, chemical shifts, and geometry. Six students from OC1 and six from OC2 participated in semistructured interviews to capture their problem-solving pathways. Each prompt was designed to be answered using resonance structures. OC1 students, who noted resonance, were less successful with drawing and applying resonance structures than OC2 students, as expected. However, both cohorts used resonance structures to a limited extent, despite the similarities of molecules presented within each prompt. Resources that do not require structural manipulation, such as s-character and electronegativity, were commonly activated instead of resonance across both courses.
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.