University Instructors' Knowledge for Teaching Organic Chemistry Mechanisms

Autor/inn/en	Zotos, Eleni K.; Tyo, Jordan J.; Shultz, Ginger V.
Titel	University Instructors' Knowledge for Teaching Organic Chemistry Mechanisms
Quelle	In: Chemistry Education Research and Practice, 22 (2021) 3, S.715-732 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zotos, Eleni K.) ORCID (Shultz, Ginger V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	College Faculty; Pedagogical Content Knowledge; Organic Chemistry; Scientific Concepts; Teaching Methods; Protocol Analysis; Teaching Assistants; Undergraduate Study; Student Evaluation + Suchen Sie Ihr Suchwort? Fakultät; Pädagogische Kompetenz; Organische Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Schulnote; Studentische Bewertung
Abstract	Many recent studies document the difficulties that students experience when learning organic chemistry, often due to the complex visualization and reasoning skills required to successfully understand the ways molecules interact in specific environments. Many of these studies call on instructors to improve their teaching strategies to support students' learning of organic chemistry mechanisms, but few have focused on instructors' knowledge of organic chemistry and how they use their knowledge to teach this topic. To investigate university instructors' knowledge for teaching organic chemistry mechanisms, we utilized a taskbased think-aloud interview protocol where graduate teaching assistants (GTAs) and faculty instructors assessed authentic undergraduate student responses to three organic chemistry mechanism questions. We describe this knowledge for a substitution, an acid--base, and an addition reaction. For all mechanisms, we describe how GTA participants' knowledge for teaching related to their content knowledge. This result revealed differences between GTA and faculty participants' knowledge for teaching mechanisms that were specific to features of each mechanistic task. For example, in a substitution reaction question, all faculty participants recognized and explained issues with a student's drawing of a transition state and apparent understanding of partial bonds. These features of the student's drawing were not recognized by any GTA participants, who focused instead on the student's prior knowledge about ionic bonding. These findings qualitatively illuminate strengths and weaknesses in graduate students' knowledge for teaching which can guide how they are supported as instructors. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01