Connecting scientific research and classroom instruction: Developing authentic problem sets for the undergraduate organic chemistry curriculum

Jeffrey R Raker, Purdue University

Abstract

Reform efforts in science education have called for instructional methods and resources that mirror the practice of science. Little research and design methods have been documented in the literature for designing such materials. The purpose of this study was to develop problems sets for sophomore-level organic chemistry instruction. This research adapted an instructional design methodology from the science education literature for the creation of new curricular problem sets. The first phase of this study was to establish an understanding of current curricular problems in sophomore-level organic chemistry instruction. A sample of 792 problems was collected from four organic chemistry courses. These problems were assessed using three literature reported problem typologies. Two of these problem typologies have previously been used to understand general chemistry problems; comparisons between general and organic chemistry problems were thus made. Data from this phase was used to develop a set of five problems for practicing organic chemists. The second phase of this study was to explore practicing organic chemists' experiences solving problems in the context of organic synthesis research. Eight practicing organic chemists were interviewed and asked to solve two to three of the problems developed in phase one of this research. These participants spoke of three problem types: project level, synthetic planning, and day-to-day. Three knowledge types (internal knowledge, knowledgeable others, and literature) were used in solving these problems in research practice and in the developed problems. A set of guiding factors and implications were derived from this data and the chemistry education literature for the conversion of the problems for practicing chemists to problems for undergraduate students. A subsequent conversion process for the five problems occurred. The third, and last phase, of this study was to explore undergraduate students' experiences solving problems in the classroom. Eight undergraduate students from four different organic chemistry courses were interviewed and asked to solve three of the problems converted at the end of phase two. Data from these interviews were used to understand the types, methods, and knowledge uses by undergraduate students in the problem-solving process. Data from all three phases were used to assert seven ideas for the development of problems for undergraduate students.

Degree

Ph.D.

Advisors

Towns, Purdue University.

Subject Area

Organic chemistry|Science education

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