Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships

Abstract

The ability to predict macroscopic properties using a compound’s chemical structure is an essential idea for chemistry as well as other disciplines such as biology. In this study we investigate...

Components Critical to Successful Adoption and Adaptation of CLUE, a Transformed General Chemistry Curriculum

“…These in-class ideas would then be followed up with a homework assignment in which students would be asked to explain properties of another set of substances (e.g., CH 3 CH 2 OH, CH 3 OCH 3 , and CH 3 CH 3 ). Similar assessments in which students explain why ethanol has a higher boiling point than dimethyl ether have been previously published. , Discussion of how student homework responses are used at the beginning of the following class period to provide immediate formative feedback to students is described further below.…”

“…Similar assessments in which students explain why ethanol has a higher boiling point than dimethyl ether have been previously published. 29,52 Discussion of how student homework responses are used at the beginning of the following class period to provide immediate formative feedback to students is described further below.…”

Design-Based Implementation Research(DBIR): An Approach to Propagate a Transformed General Chemistry Curriculum across Multiple Institutions

“…For example, the beginning portion of the curriculum was redesigned to delve deeper into the ideas of potential and kinetic energy with respect to two atoms approaching one another when research findings highlighted that students were having difficulty with understanding the ideas of energy within the curriculum A large amount of research has been published demonstrating the impact of this curriculum on student understanding including replication studies, cross-sectional large cohorts, and longitudinal studies, − serving as a baseline as recommended by national standards . Highlights of assessment measures include (1) improved Lewis structure construction (effect size 0.6), (2) improved drawing of intermolecular forces (effect size 0.4–0.6, depending on the type of IMF), and (3) improved understanding of reaction mechanisms (effect size 0.2–0.4, depending on reaction) …”

“…A large amount of research has been published demonstrating the impact of this curriculum on student understanding including replication studies, cross-sectional large cohorts, and longitudinal studies, − serving as a baseline as recommended by national standards . Highlights of assessment measures include (1) improved Lewis structure construction (effect size 0.6), (2) improved drawing of intermolecular forces (effect size 0.4–0.6, depending on the type of IMF), and (3) improved understanding of reaction mechanisms (effect size 0.2–0.4, depending on reaction) …”

H-Bridges with OH Donors in Organic Chemistry

“…One of the greatest oversimplifications in chemistry is to assume that once students learn H-bridges in general chemistry, this knowledge will prepare them for organic chemistry. The overwhelming diversity of H-bridges in organic chemistry must be reexamined from a different viewpoint because of the complexity of the subject; the present approach causes many misconceptions to students, some of which are listed in Table 1, taken from the literature (Henderleiter et al, 2001), (Schmidt et al, 2009), (Underwood et al, 2021). acids (R'CONROH), oximes (R 2 C=NOH) and perhaps even further, more exotic, species.…”