High school organic chemistry studies: Problems and prospects

1980 ◽  
Vol 57 (11) ◽  
pp. 807 ◽  
Author(s):  
Warren Beasley
Keyword(s):  
Organic Chemistry ◽  
High School

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

A program for relevant organic chemistry in high school

1971 ◽  
Vol 48 (4) ◽  
pp. 263 ◽  
Author(s):  
Philip S. Bailey ◽  
Christina A. Bailey
Keyword(s):  
Organic Chemistry ◽  
High School

Vial Organic - Organic Chemistry Labs for High School and Junior College

1999 ◽  
Vol 76 (1) ◽  
pp. 69 ◽  
Author(s):  
Mark Meszaros ◽  
Thomas J. Russo
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
Junior College

scholarly journals QUIZ MOLECULAR: APLICATIVO LÚDICO DIDÁTICO PARA O ENSINO DE QUÍMICA ORGÂNICA

2020 ◽  
Vol 5 (1) ◽  
pp. 172-192
Author(s):  
Ezequiel Santos Silva ◽  
Luiz Fernando Batista Loja ◽  
Diego Arantes Teixeira Pires
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
Mobile Devices ◽  
Learning Process ◽  
Educational Software ◽  
Good Alternative ◽  
Educational Technologies ◽  
Chemistry Teaching ◽  
The Third ◽  
Teaching Learning

Resumo: Atualmente, existe uma preocupação em relação ao processo de ensino-aprendizagem de alguns conceitos científicos, como os conceitos iniciais de Química Orgânica, vistos no terceiro ano do Ensino Médio. Uma das alternativas para solucionar esse problema tem sido construir e apontar materiais didáticos para incrementar a metodologia das aulas ministradas pelos professores de Ciências. Alguns desses materiais, que podem contribuir com o êxito no processo de ensino-aprendizagem são os softwares lúdicos educacionais. Neste trabalho, apresentamos um aplicativo didático que foi desenvolvido, denominado Quiz Molecular, para dispositivos móveis, abordando o conteúdo de funções orgânicas. Além disso, relatou-se a aplicação, avaliação e validação do jogo com alunos de uma escola estadual de Ensino Médio e licenciandos em Química de uma instituição federal de ensino, utilizando-se questionários com perguntas objetivas e discursivas, em uma pesquisa qualitativa. Notou-se que o jogo proposto agradou aos alunos de Ensino Médio e aos futuros professores, demonstrando que pode ser uma boa alternativa para dinamizar as aulas de Química Orgânica.Palavras-chave: Tecnologias no Ensino; Ensino de Química; Química Orgânica. Abstract: Currently, there is a concern about the teaching-learning process of some scientific concepts, such as the initial concepts of Organic Chemistry, seen in the third year of high school. One of the alternatives to solve this problem has been to build and to point teaching materials to increase the methodology of the classes. Some of these materials, which can contribute to the success of the teaching-learning process, are educational software. In this work, an educational app for mobile devices was developed, named Molecular Quiz, and it addressed the content of organic functions.  It is also reported its application and validation with high school and graduation students. For theses analysis, it was used questionnaires with objective and discursive questions. It was noted that the proposed game pleased students and future teachers, demonstrating that it can be a good alternative to dynamize Organic Chemistry classes. In addition, the app has been validated as an educational game.Keywords: Educational Technologies; Chemistry teaching; Organic chemistry.

Application of Gaming as Strategy for Teaching Organic Nomenclature in a Brazilian Public School

2020 ◽  
Vol 3 (3) ◽  
pp. 189-200
Author(s):  
Viviane Amaral Porto ◽  
Vinicius Fernando da Silva Costa ◽  
Ivy Santos Soares ◽  
RICARDO SILVA PORTO
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Organic Molecules ◽  
Positive Impact ◽  
Great Difficulty ◽  
School Students ◽  
Teachers And Students ◽  
Knowledge Assimilation ◽  
Research Types

Specific topics in chemistry, such as organic nomenclature, are often considered key subjects for understanding organic chemistry in high school. Several research types have already demonstrated that most high school students and even university students have great difficulty in this topic. In general, the problems come from the approach used to present these contents, sometimes superficial or without the use of interactive methodologies. This work aims to help the teaching & learning chemistry process by a game's applying, which consisted of building organic molecules using jelly beans and toothpicks, the previously published "Fastest Fingers." In the present work, we analyzed the positive impact that gaming can bring for the learning process and knowledge assimilation of this article's topic. This method mainly shows its importance when applied in a state that faces many issues in its education system, like Alagoas-Brazil. It was possible to notice that students' interaction and perception of the game, and molecules representation occurred more efficiently, thus favoring the learning and the interaction improvement between teachers and students.

scholarly journals Organic chemistry in high school

1988 ◽  
Vol 65 (7) ◽  
pp. 604
Author(s):  
Ei-Ichiro Ochiai
Keyword(s):  
Organic Chemistry ◽  
High School

scholarly journals QUIMI CRUSH: ATIVIDADE LÚDICA PARA O ENSINO DE QUÍMICA ORGÂNICA

2018 ◽  
Vol 3 (2) ◽  
pp. 625-642
Author(s):  
Diego Arantes Teixeira Pires ◽  
Leonardo Alves do Nascimento ◽  
Tatyana Mira Medeiros ◽  
Luiz Fernando Batista Loja
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
Mobile Device ◽  
Learning Process ◽  
Teaching And Learning ◽  
New Technologies ◽  
Natural Sciences ◽  
Educational Game ◽  
Educational Technologies ◽  
Teaching Learning

Resumo: Atualmente paira sobre a área de Ciências Naturais, e principalmente na disciplina de Química, uma grande preocupação em relação ao processo de ensino-aprendizagem de conceitos científicos. Uma solução, por parte dos estudiosos da Educação Química, para sanar essa problemática é desenvolver e apontar materiais que utilizem Novas Tecnologias para incrementar a metodologia das aulas ministradas pelos professores de Ciências. Alguns desses materiais, que podem contribuir com o êxito no processo de ensino-aprendizagem, são os softwares lúdicos educacionais. Nesse sentido, realizou-se o desenvolvimento de um aplicativo para dispositivo móvel, denominado Quimi Crush, para auxiliar na mediação do conteúdo de Funções Orgânicas no Ensino Médio. O jogo didático foi desenvolvido, testado e aplicado com alunos do Ensino Médio e alunos do Ensino Superior. Esse jogo foi bem avaliado por ambos os grupos. Além disso, Quími Crush foi validado como jogo didático, podendo ser uma ferramenta para auxiliar as aulas de Química, tornando-as mais dinâmicas e interessantes.Palavras-chave: Química Orgânica. Atividades Lúdicas. Tecnologias na Educação. Abstract: Nowaday, there is a great concern about the teaching and learning process of scientific concepts in the field of Natural Sciences, and especially in Chemistry classes. For education researchers, a solution to solve this problem is to develop and point out materials that use new technologies to increase the methodology of the classes. Some of these materials, which can contribute to the success in the teaching-learning process, are playful educational softwares. In this sense, it was developed a mobile device application, named Quimi Crush, to assist in mediating the content of Organic Functions in high school classes. The playful game was developed, tested and applied with High School and ungergraduate students. This game was well rated by both groups. In addition, Quimi Crush has been validated as an educational game and can be a tool to help in chemistry classes, making them more dynamic and interesting.Keywords: Organic Chemistry. Playful Activities. Educational Technologies.

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