Organic Chemistry Students' Understandings of What Makes a Good Leaving Group

Autor/inn/en	Popova, Maia; Bretz, Stacey Lowery
Titel	Organic Chemistry Students' Understandings of What Makes a Good Leaving Group
Quelle	In: Journal of Chemical Education, 95 (2018) 7, S.1094-1101 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bretz, Stacey Lowery)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.8b00198
Schlagwörter	Science Instruction; Organic Chemistry; Semi Structured Interviews; Protocol Analysis; Scientific Concepts; Knowledge Level; Misconceptions; College Science; College Students; Water + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Organische Chemie; Wissensbasis; Missverständnis; Collegestudent; Wasser
Abstract	Thirty-six students enrolled in Organic Chemistry II participated in individual, semistructured, think-aloud interviews about the factors that contribute to the stability and reactivity of organic species in the context of unimolecular and bimolecular nucleophilic substitution and elimination reactions. The students were provided with the mechanistic steps for these reactions. Most students correctly identified the leaving groups in these reactions and referred to them as "good leaving groups". However, less than half of the students could explain the electronic and structural factors that justify characterizing a species as a "good" leaving group. Nearly one-third of the students who were interviewed were unable to provide any explanation of what factors result in a chemical species being a "good" leaving group. These findings are discussed through the lenses of both Perry's scheme of intellectual development and Ausubel and Novak's theory of meaningful learning. (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