How do electronic substituent effects work? – Additional contrasting cases for a differentiated inquiry illustrated by the example of alkaline ester hydrolysis

Trabert, Andreas; Schween, Michael

doi:10.1002/ckon.201800076

Cited by 3 publications

(2 citation statements)

References 43 publications

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“…2). Consequently, students have to compare in which of the two compounds the nucleophilic attack is favoured (Trabert and Schween, 2020). Here, one has to compare the influence of the methoxy substituent on the reactive centre and the electrophilicity of the attacked carbon atom.…”

Section: Task Designmentioning

confidence: 99%

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Exploring diversity: student's (un-)productive use of resonance in organic chemistry tasks through the lens of the coordination class theory

Braun,

Graulich

2024

Chem. Educ. Res. Pract.

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Resonance is a crucial concept in Organic Chemistry that enables both deriving chemical properties from molecular structures and predicting reactions by considering electron density distribution. Despite its importance for problem-solving and learning success, learners encounter various difficulties with this concept. Although prior research suggests that learners struggle to reason about resonance in problem-solving tasks, existing studies are often limited to singular contexts. Given that task approaches and reasoning are context-dependent, little is known about how learners use resonance across task contexts and which characteristics underlie productive concept use. To this end, a qualitative interview study was conducted, in which undergraduate chemistry students (N = 21), all beginners of Organic Chemistry, solved three organic case comparison tasks requiring the consideration of resonance. Through the analytical lens of the coordination class theory, we analysed the extent to which students used their representations of resonance structures, their task approaches, and the variety of resonance-related resource activation and connection in problem-solving across three different contexts. The results show that students’ use of resonance is diverse across the contexts. It can be characterized by a complex interplay of multiple factors reflecting the multifold processes when considering resonance. However, some essential characteristics of productive concept use in problem-solving (e.g., the activation of resources across different granularity levels) could be deduced. Implications for supporting learners’ use of resonance in problem-solving are discussed.

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Section: Task Designmentioning

confidence: 99%

“…This lowers the electrophilicity of the carbon atom. Consequently, the nucleophilic attack is favoured at the 3-methoxy ethyl benzoate (B) (Trabert and Schween, 2020). Although this task is seemingly embedded in an aromatic substitution context, the actual mechanism, alkaline hydrolysis, plays a role in this case.…”

Section: Task Designmentioning

confidence: 99%

Exploring diversity: student's (un-)productive use of resonance in organic chemistry tasks through the lens of the coordination class theory

Braun,

Graulich

2024

Chem. Educ. Res. Pract.

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Building Bridges Between Tasks and Flasks—Design of a Coherent Experiment-supported Learning Environment for Deep Reasoning in Organic Chemistry

Trabert¹,

Schmitt²,

Schween

2022

Student Reasoning in Organic Chemistry

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We present here the design of a learning environment for deep causal mechanistic reasoning in introductory organic chemistry at a secondary and tertiary level. It features an approach to meaningful explanation construction, combining sound theoretical arguments with experiment-based evidence in contrastive learning opportunities on reaction mechanisms and underlying concepts. These learning opportunities are arranged by the type of reactants (σ electrophiles, π nucleophiles and π electrophiles), reaction patterns (elimination, substitution, addition, and multistep reactions) and overarching concepts (intermediate stability and electronic substituent effects), enabling variable learning pathways and interrelations between subject matters. Driven by the leitmotifs of exemplarity, contrastivity, process orientation, concept application, experiment-based evidence, and coherence, learning contents are depicted in a discrete way not only theoretically but also in experiments, each addressing one specific structure–reactivity relationship in-depth. Our approach provides custom in situ analytics for the monitoring of reactions' progress, which guide theoretical reasoning with instant evidence and open up new possibilities for intervention design. Consequently, we expect positive impacts on students' explanation strategies, which are crucial for structured knowledge construction in organic chemistry. In this chapter, we introduce the theoretical framework, design principles and exemplary developments, and outline implications for implementation and teaching.

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Why comparing matters – on case comparisons in organic chemistry

Graulich,

Lieber

2024

Front. Educ.

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When working with domain-specific representations such as structural molecular representations and reaction mechanisms, learners need to be engaged in multiple cognitive operations, from attending to relevant areas of representations, linking implicit information to structural features, and making meaningful connections between information and reaction processes. For these processes, appropriate instruction, such as a clever task design, becomes a crucial factor for successful learning. Chemistry learning, and especially organic chemistry, merely addressed meaningful task design in classes, often using more reproduction-oriented predict-the-product tasks. In recent years, rethinking task design has become a major focus for instructional design in chemistry education research. Thus, this perspective aims to illustrate the theoretical underpinning of comparing cases from different perspectives, such as the structure-mapping theory, the cognitive load theory, and the variation theory, and outlines, based on the cognitive theory of multimedia learning, how instructors can support their students. Variations of this task design in the chemistry classroom and recommendations for teaching with case comparisons based on current state-of-the-art evidence from research studies in chemistry education research are provided.

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How do electronic substituent effects work? – Additional contrasting cases for a differentiated inquiry illustrated by the example of alkaline ester hydrolysis

Cited by 3 publications

References 43 publications

Exploring diversity: student's (un-)productive use of resonance in organic chemistry tasks through the lens of the coordination class theory

Exploring diversity: student's (un-)productive use of resonance in organic chemistry tasks through the lens of the coordination class theory

Building Bridges Between Tasks and Flasks—Design of a Coherent Experiment-supported Learning Environment for Deep Reasoning in Organic Chemistry

Why comparing matters – on case comparisons in organic chemistry

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