The use of computers in organic chemistry instruction

1970 ◽  
Vol 47 (2) ◽  
pp. 134 ◽  
Author(s):  
L. B. Rodewald ◽  
G. H. Culp ◽  
J. J. Lagowski
Keyword(s):  
Organic Chemistry ◽  
Chemistry Instruction

Creating Simple, Low Cost, Animations for Organic Chemistry Instruction

1996 ◽  
Vol 1 (5) ◽  
pp. 1-8
Author(s):  
L. KRAIG STEFFEN ◽  
MICHAEL GILL ◽  
J. GUNDERSEN ◽  
JANET E. NELSON
Keyword(s):  
Organic Chemistry ◽  
Low Cost ◽  
Chemistry Instruction

scholarly journals The Principle of Conservation of Structural Aspect: Facilitating Visual Communication and Learning in Organic Chemistry Instruction

2019 ◽  
Author(s):  
john andraos
Keyword(s):  
Organic Chemistry ◽  
Chemical Reactions ◽  
Reaction Mechanisms ◽  
Visual Communication ◽  
Structural Aspect ◽  
Chemical Bonds ◽  
Journal Articles ◽  
Chemistry Instruction ◽  
Individual Reaction ◽  
Training Exercises

<p>An effective pedagogical method is presented for the visual communication of chemical reactions learned in organic chemistry undergraduate courses. The basis for the method is the preservation of the visual aspect of reactant and product structures so that the tracking of cleaved and formed chemical bonds is made self-evident. This consequently leads to improved clarity of presentation and a better understanding and grasp of proposed reaction mechanisms to explain product outcomes. The method is demonstrated for a variety of individual reaction types and synthesis plans. Various visual training exercises are also presented using ChemDraw Ultra 7.0 software and literature table of contents (TOC) graphics appearing in journal articles.</p><br>

Haptic virtual reality and immersive learning for enhanced organic chemistry instruction

2018 ◽  
Vol 23 (4) ◽  
pp. 363-373 ◽  
Author(s):  
Bosede Iyiade Edwards ◽  
Kevin S. Bielawski ◽  
Rui Prada ◽  
Adrian David Cheok
Keyword(s):  
Organic Chemistry ◽  
Virtual Reality ◽  
Immersive Learning ◽  
Chemistry Instruction

scholarly journals Students’ conceptual understanding of organic chemistry and classroom implications in the Rwandan perspectives: A literature review

2020 ◽  
Vol 16 (2) ◽  
pp. 13-32
Author(s):  
Aimable Sibomana ◽  
Claude Karegeya ◽  
John Sentongo
Keyword(s):  
Organic Chemistry ◽  
Academic Achievement ◽  
Conceptual Understanding ◽  
Negative Attitude ◽  
Learning Theories ◽  
Main Concern ◽  
Technological Advancement ◽  
Innovative Teaching ◽  
Chemistry Instruction ◽  
The Subject

Chemistry subject continues to be considered as difficult to teach and learn. This leads to students’ low academic achievement, retention, and negative attitude towards the subject. Organic chemistry as one of the concepts on which technological advancement is constructed sometimes appears to be enormously complex to students. There are some persisting misconceptions about it although different innovative instructional strategies have been applied and this area is of main concern as the learning of students can be extremely hindered in case their misconceptions are not minimized and/or corrected. The review then is to equip educators with knowledge about organic chemistry concept and source of students ‘misconceptions; the misconceptions of students about organic chemistry; the ways of diagnosing students’ misconceptions and remedies of those misconceptions; some learning theories for the effective organic chemistry instruction and classroom implications. The paper is also useful to know more about the minimization of students’ misconceptions and leading them to the great academic achievement and interest towards the subject by employing cooperative learning models; thus, many other different innovative teaching strategies are recommended to apply in organic chemistry instruction

The Principle of Conservation of Structural Aspect: Facilitating Visual Communication and Learning in Organic Chemistry Instruction

2019 ◽  
Author(s):  
john andraos
Keyword(s):  
Organic Chemistry ◽  
Chemical Reactions ◽  
Reaction Mechanisms ◽  
Visual Communication ◽  
Structural Aspect ◽  
Chemical Bonds ◽  
Journal Articles ◽  
Chemistry Instruction ◽  
Individual Reaction ◽  
Training Exercises

<p>An effective pedagogical method is presented for the visual communication of chemical reactions learned in organic chemistry undergraduate courses. The basis for the method is the preservation of the visual aspect of reactant and product structures so that the tracking of cleaved and formed chemical bonds is made self-evident. This consequently leads to improved clarity of presentation and a better understanding and grasp of proposed reaction mechanisms to explain product outcomes. The method is demonstrated for a variety of individual reaction types and synthesis plans. Various visual training exercises are also presented using ChemDraw Ultra 7.0 software and literature table of contents (TOC) graphics appearing in journal articles.</p><br>

scholarly journals Students’ conceptual understanding of organic chemistry and classroom implications in the Rwandan perspectives: A literature review

2020 ◽  
Vol 16 (2) ◽  
pp. 13-32
Author(s):  
Aimable Sibomana ◽  
Claude Karegeya ◽  
John Sentongo
Keyword(s):  
Organic Chemistry ◽  
Academic Achievement ◽  
Conceptual Understanding ◽  
Negative Attitude ◽  
Learning Theories ◽  
Main Concern ◽  
Technological Advancement ◽  
Innovative Teaching ◽  
Chemistry Instruction ◽  
The Subject

Chemistry subject continues to be considered as difficult to teach and learn. This leads to students’ low academic achievement, retention, and negative attitude towards the subject. Organic chemistry as one of the concepts on which technological advancement is constructed sometimes appears to be enormously complex to students. There are some persisting misconceptions about it although different innovative instructional strategies have been applied and this area is of main concern as the learning of students can be extremely hindered in case their misconceptions are not minimized and/or corrected. The review then is to equip educators with knowledge about organic chemistry concept and source of students ‘misconceptions; the misconceptions of students about organic chemistry; the ways of diagnosing students’ misconceptions and remedies of those misconceptions; some learning theories for the effective organic chemistry instruction and classroom implications. The paper is also useful to know more about the minimization of students’ misconceptions and leading them to the great academic achievement and interest towards the subject by employing cooperative learning models; thus, many other different innovative teaching strategies are recommended to apply in organic chemistry instruction

Analyzing the value of targeted infographics as supplemental learning material in undergraduate organic chemistry instruction

2021 ◽  
Author(s):  
Ashley Catigbe-Cates ◽  
Leah McMunn ◽  
Natasha Vitkin ◽  
Kathy-Sarah Focsaneanu ◽  
Geneviève O’Keefe
Keyword(s):  
Organic Chemistry ◽  
Learning Material ◽  
Chemistry Instruction ◽  
Supplemental Learning
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