Acid-Base Learning Outcomes for Students in an Introductory Organic Chemistry Course

Autor/inn/en	Stoyanovich, Carlee; Gandhi, Aneri; Flynn, Alison B.
Titel	Acid-Base Learning Outcomes for Students in an Introductory Organic Chemistry Course
Quelle	In: Journal of Chemical Education, 92 (2015) 2, S.220-229 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed5003338
Schlagwörter	Introductory Courses; Organic Chemistry; Outcome Based Education; Teaching Methods; Behavioral Objectives; Undergraduate Students; Educational Needs; Minimum Competencies; Skill Analysis; Textbook Content; Opinions; Learning Activities; Foreign Countries; Canada (Ottawa) + Suchen Sie Ihr Suchwort? Einführungskurs; Organische Chemie; Lernerfolgsmessung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational need; Bildungsbedarf; Fundamentum; Mindestwissen; Lehrbuchtext; Lehrmeinung; Lernaktivität; Ausland
Abstract	An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid-base knowledge and skills are particularly essential for success. For example, Brønsted acid-base knowledge and skills are required in greater than 85% of the more complex organic and biochemical reactions we analyzed in this study. Despite the importance of mastering acid-base concepts and skills, the literature describes many related student difficulties. We identified essential learning outcomes (LOs) in organic acid-base chemistry by (1) analyzing more complex organic reactions to identify the acid-base-related skills and knowledge that students would need to successfully analyze those reactions and (2) analyzing textbooks' explanations and coverage of acid-base chemistry. We constructed the learning outcomes using the Structure of Observed Learning Outcomes (SOLO) and modified Bloom taxonomies, as well as SMART (specific, measurable, achievable, relevant, and time-bounded) goal-setting principles. We explicitly aligned our courses' learning activities and assessments with those intended learning outcomes, both in the initial introduction of acid-base chemistry and as we analyze more complex reactions. To clearly communicate these LOs to students and other educators, we described them in an educational graphic. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01