Introducing Molecular Structural Analysis Using a Guided Systematic Approach Combined with an Interactive Multiplatform Web Application

Autor/inn/en	Agnello, Armélinda; Vanberg, Stéphane; Tonus, Céline; Boigelot, Bernard; Leduc, Laurent; Damblon, Christian; Focant, Jean-François
Titel	Introducing Molecular Structural Analysis Using a Guided Systematic Approach Combined with an Interactive Multiplatform Web Application
Quelle	In: Journal of Chemical Education, 97 (2020) 12, S.4330-4338 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agnello, Armélinda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Organic Chemistry; Science Instruction; Teaching Methods; Critical Thinking; Problem Solving; Spectroscopy; Molecular Structure; Undergraduate Students; Student Centered Learning; Web Based Instruction; Diagnostic Tests; Comparative Analysis; Grades (Scholastic); Personal Autonomy; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Problemlösen; Spektroskopie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Web Based Training; Diagnostic test; Diagnostischer Test; Notenspiegel; Individuelle Autonomie; Computer based training; Computerunterstützter Unterricht
Abstract	Performing the identification of organic chemical compounds from a set of spectroscopic data gives the opportunity to students to develop critical thinking and problem-solving skills. In this context, we developed a student-centered methodology for teaching molecular structural analysis to first-year undergraduate students. This systematic approach was implemented during classroom-training sessions and complemented by a home-based training program. Home-based activities involved a multiplatform Web-based application (ULg Spectra) combined with guided inquiries. ULg Spectra offers fully interactive tutorial/drill materials relying on mass, infrared, and nuclear magnetic resonance spectra (i.e., one-dimensional [superscript 1]H NMR and [superscript 13]C NMR spectra and two-dimensional [superscript 1]H-[superscript 13]C HSQC spectra). A survey indicates that the vast majority of students valued the ULg Spectra application combined with guided inquiries, especially in terms of usability and usefulness. This approach prompted them to actively engage in problem solving, and student autonomy was improved. Statistical data demonstrated that low-, medium-, and high-training students' groups showed increasing performance in the final exam. Interestingly, a statistically significant increase in final grades and success rate was also observed compared to previous years. (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	2024/1/01