Mistry, N orcid.org/0000-0002-3083-0828 and Nicholson, S (2020) Investigating students understanding of organic reaction mechanisms from performing organic chemistry experiments. New Directions in the Teaching of Physical Sciences (15). ISSN 1740-9888
Abstract
The use of laboratory work to improve students’ knowledge of theory is one that is disputed. Student reflections of what they learn during practical work repeatedly show that students rarely think about theory. There is a lack of data that objectively compares students’ knowledge of theory where they complete an associated experiment to when they do not in order to understand if practical work does effect students’ knowledge of scientific concepts. In this work we aimed to address this gap by investigating the effect of students’ knowledge of organic mechanisms where they both perform and associated experiment and where they did not. Our results showed that organic chemistry experiments had no effect on students’ knowledge of organic mechanisms. These results support the view that there is little evidence to support the use of laboratory work to aid understanding of theory.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | This item is protected by copyright, all rights reserved. This is an open access article under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/) |
Keywords: | Laboratory education; organic chemistry |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Engineering & Physical Sciences (Leeds) > School of Chemistry (Leeds) > Organic Chemistry (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 31 Jul 2020 12:07 |
Last Modified: | 31 Jul 2020 12:07 |
Status: | Published |
Publisher: | University of Leicester |
Identification Number: | 10.29311/ndtps.v0i15.3447 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:163906 |