Graduating chemistry majors' conceptions of fundamental organic chemistry concepts

CHED 1475

Gregory T. Rushton, grushton@kennesaw.edu1, Rebecca Hardy2, Scott E. Lewis1, and Kevin P. Gwaltney1. (1) Department of Chemistry and Biochemistry, Kennesaw State University, 1000 Chastain Road #1203, Kennesaw, GA 30144, (2) Cherokee High School
This study is designed to describe the conceptual understanding of fundamental organic concepts for graduating chemistry and biochemistry students from a midsize southeastern state university. An eleven item multiple-choice instrument was constructed by selecting items from an American Chemical Society Organic Chemistry standardized examination based on the faculty's consensus decision concerning the most essential concepts of the introductory organic chemistry course sequence. Student volunteers (n =19) participated in a semi-structured interview using a “think aloud” protocol. For each item students selected a response and explained their reasoning for the selection. Analysis of the interview transcripts revealed trends in the students' knowledge, as well as specific gaps and misconceptions. Implications for future instructional approaches in organic lectures courses are also discussed.
 

Chemistry Education Research
1:30 PM-4:55 PM, Tuesday, April 8, 2008 Hilton New Orleans Riverside -- HEC A, Oral

Division of Chemical Education

The 235th ACS National Meeting, New Orleans, LA, April 6-10, 2008