A Game for the Early and Rapid Assimilation of Organic Nomenclature

Moreira, Rayane F.

doi:10.1021/ed300473r

Cited by 21 publications

(21 citation statements)

References 9 publications

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“…The finding that perceptual fluency-building support is effective is also interesting against the background of recent developments in chemistry education to incorporate connectionmaking games that ask students to rapidly translate among graphical representations (Eastwood, 2013;Moreira, 2013). These connection-making games are similar to the perceptual fluency-building problems tested in this paper with respect to some aspects: they ask students to rapidly translate among graphical representations, in order to promote efficiency in connection making.…”

Section: Discussionmentioning

confidence: 77%

Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

Rau

2015

Chem. Educ. Res. Pract.

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Multiple representations are ubiquitous in chemistry education. To benefit from multiple representations, students have to make connections between them. However, connection making is a difficult task for students. Prior research shows that supporting connection making enhances students' learning in math and science domains. Most prior research has focused on supporting one type of connection-making process: conceptually making sense of connections among representations. Yet, recent research suggests that a second type of connection-making process plays a role in students' learning: perceptual fluency in translating among representations. I hypothesized that combining support for both conceptual sense making of connections and for perceptual fluency in connection making leads to higher learning gains in general chemistry among undergraduate students. I tested this hypothesis in two experiments with altogetherN= 158 undergraduate students using an intelligent tutoring system for chemistry atomic structure and bonding. Results suggest that the combination of conceptual sense-making support and perceptual fluency-building support for connection making is effective for students with low prior knowledge, whereas students with high prior knowledge benefit most from receiving perceptual fluency-building support alone. This finding suggests that students' learning in chemistry can be enhanced if instruction provides support for connection making among multiple representations in a way that tailors to their specific learning needs.

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Section: Discussionmentioning

confidence: 77%

Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

Rau

2015

Chem. Educ. Res. Pract.

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“…To provide a performance baseline in a didactic learning environment, the first iteration devoted all 3 h of class time to lecture [“L” in Figure ]. Students were expected to study assigned textbook readings prior to class and solve IUPAC nomenclature problems as homework, as is typical of many organic chemistry lecture courses across the globe. , A total of 277 homework problems was assigned during the five-week period [Table ] with 141 being name-to-structure problems (NSPs) and 136 being structure-to-name problems (SNPs). The former required students to draw a chemical structure when given an IUPAC name while the latter required naming a given structure.…”

Section: Methodsmentioning

confidence: 99%

“…IUPAC nomenclature competence (INC)defined as the ability to name chemical structures using IUPAC rules and draw structures from IUPAC namesis considered a foundational skill in the training of professional chemists. − For students of non-European background, the challenge of acquiring INC is often complicated by the fact that IUPAC rules necessitate comprehension of European language elements, − including nomenclature rules (e.g., dropping the vowel when combining “hexa” and “ene” into “hexene”) and terminology (e.g., prefixes for numbers such as “di-“ and “tri-“).…”

Section: Introductionmentioning

confidence: 99%

Combining Jigsaws, Rule-Based Learning, and Retrieval Practice Improves IUPAC Nomenclature Competence

Fendos

2021

J. Chem. Educ.

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IUPAC nomenclature competence (INC)defined as the ability to name chemical structures using IUPAC rules and draw structures from IUPAC namesis considered a foundational skill in the training of professional chemists. For students of non-European language background, the challenge of acquiring INC is often complicated by the fact that IUPAC rules necessitate comprehension of European language elements. These include European nomenclature rules, prefixes, and suffixes. INC acquisition in Asia has traditionally occurred through undergraduate organic chemistry lecture courses. The present study demonstrates, in a South Korean context, that outcomes in such courses can sometimes be unsatisfactory, pointing to a need for reforms. To improve performance, a series of three nondidactic learning interventionsjigsaws, rule-based learning, and retrieval practicewere implemented over the course of a five-year period. Undergraduate focus groups were used to identify student-centered learning challenges, and this information was used to help inform the design of interventions. Performance outcomes were analyzed as the itemized competence in individual IUPAC rules when solving either name-to-structure or structure-to-name problems. These data demonstrate the combined implementation of all three interventions yielded substantial improvements for both question types. Concurrently, a context-specific learning attitudes survey showed most of the learning challenges identified in focus groups were mitigated through the reform process. Given that INC acquisition is a common challenge for students across the globe, the present study offers a compelling model for improving terminology competence across a wide range of diverse STEM contexts.

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“…As atividades lúdicas estão presentes desde o surgimento das primeiras civilizações, e geralmente se relacionam com um processo de desenvolvimento humano, como a comunicação, o registro histórico etc. Segundo Nallin (2005) FILHO et al, 2017;EASTWOOD, 2013;MOREIRA, 2013). Diversos destes jogos propostos são adaptações de jogos já tradicionais, antigos ou modernos, mas com variantes para aplicação ao ensino, e assim a proposta se adapta ao jogo de tabuleiro conhecido como "batalha naval".…”

Section: Introductionunclassified

Batalha química: um jogo de tabuleiro envolvendo química orgânica

Filho

Cavagis

Benedetti

2021

RIS

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O professor está sempre buscando novas maneiras de implementar metodologias mais efetivas ao aprendizado dos alunos, principalmente as que envolvem atividades lúdicas. Neste sentido, este trabalho teve como objetivo o desenvolvimento e aplicação de um jogo didático, envolvendo conceitos básicos de Química Orgânica relacionada à fórmula estrutural plana e nomenclaturas de alcanos. O jogo foi concebido para alunos do Ensino Médio, a partir de uma adaptação da tradicional “Batalha Naval”, porém utilizando um tabuleiro, e incentivando a participação de todos os alunos da turma. Este relato de experiência teve uma abordagem qualitativa e quantitativa, e a coleta de dados foi realizada por meio de duas avaliações, entrevistas com os professores e anotações em diário de campo. Chamado de “Batalha Química”, o jogo permitiu revisar, de forma lúdica, a 143 alunos de duas escolas estaduais, fórmulas estruturais planas e nomenclaturas de alcanos, propiciando um processo de ensino e aprendizagem mais prazeroso. Os alunos que participaram da atividade demonstraram grande aceitação pelo jogo, inclusive solicitando sua aplicação em outras aulas de Química, aprofundou-se a interação social e a aprendizagem da terminologia utilizada na Química de alcanos.

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A Game for the Early and Rapid Assimilation of Organic Nomenclature

Cited by 21 publications

References 9 publications

Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

Combining Jigsaws, Rule-Based Learning, and Retrieval Practice Improves IUPAC Nomenclature Competence

Batalha química: um jogo de tabuleiro envolvendo química orgânica

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