Mapping Students' Thinking Patterns in Learning Organic Chemistry by the Use of Knowledge Space Theory

Abstract

Students' thinking patterns in learning organic chemistry were tracked through the one-year course taught to a total of approximately 1300 students, mostly biology majors, for a period of 2 years. As expected, the students' knowledge base increases, but the cognitive organization of the knowledge is surprisingly weak and misconceptions persist even after two years of college chemistry. Both a simple analysis of percentage of correct responses on pretests and posttests and establishing the connectivity of these responses by using the "knowledge space theory" (KST) were applied. Student responses were used to determine the students' knowledge structure and their critical learning pathway, which reflect the cognitive organization of their knowledge. Electron density distribution in the molecule was used as the organizing principle. The results indicate that the organizational structure for organic chemistry, whether it is based on electron density, functional groups, or other organizing principles, needs to become even more transparent for students to make it a part of their own construction of knowledge. The KST analysis provides a new way to assess students' cognitive organization of knowledge and has therefore enabled us to teach with greater insight.

Analysis of Students’ Missed Organic Chemistry Quiz Questions that Stress the Importance of Prior General Chemistry Knowledge

“…Two authors [16] introduce their students to electrostatic potential surfaces in the hope that a sound understanding of electronegativity and resonance will enable the students to identify the negative and positive areas of molecules. A common misconception identified in their study was a "belief that bond polarities depend on several concepts.…”

“…A common misconception identified in their study was a "belief that bond polarities depend on several concepts. The belief was in the absolute electronegativities of atoms only, whether they are connected or not (e.g., hydrogen will always be positively charged)" ( [16], p. 1227). Students did not seem to appreciate that "polarity is a reflection of differences in electron distribution" ( [16], p. 1227).…”

“…The belief was in the absolute electronegativities of atoms only, whether they are connected or not (e.g., hydrogen will always be positively charged)" ( [16], p. 1227). Students did not seem to appreciate that "polarity is a reflection of differences in electron distribution" ( [16], p. 1227). They recommend that "why" questions related to electron densities be asked despite the challenge of grading such questions.…”

“…Two authors approach the use of electrostatic potential surfaces to help students understand solubilities from intermolecular attraction and the use of electron distribution to understand oxidation and reduction, relative nucleophilicities, and leaving group abilities [16]. It is important to remember, however, that when students are introduced to electrostatic potential surfaces that a thorough explanation of their use and meaning be provided.…”

Determination of Prospective Chemistry Teachers’ Cognitive Structures and Misconceptions About Stereochemistry

“…There are different types of methods such as open-ended questions (Canpolat, 2006), three-tier tests (Milenkovic et al, 2016), concept mapping (Hazel & Prosser, 1994), drawings (Köse, 2008) and interviews (Şendur, 2012;Gercek, 2018) for detecting misconceptions in students of various levels. In the literature, although in a number of studies misconceptions have been reported in organic chemistry (Taagepera & Noori, 2000;Taber, 2002;Bryan, 2007;Anderson & Bodner, 2008;Domin, Al-Masum & Mensah 2008;Ferguson & Bodner, 2008), misconceptions related to subdomain of stereochemistry are very limited (Krylova, 1997;Lyon, 1999;Rushton et al, 2008, Mdachi, 2012.…”