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Computational Chemistry in the First Organic Chemistry Course: Applications in an Active Learning Situation
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Abstract
This paper offers a possible solution to the Feynman effect by combining the formative, summative, and supplemental features in first year organic chemistry. The maximum effect of this method occurs with the inclusion of meta tasks to aid interpreting the meaning of what organic chemistry should lead one to do when problem-solving. The effect of including computer exercises within a carefully planned learning system, with components that induce active cooperative learning over a sufficient number of features, increases performance in most of the standard student activities.
Keywords (Audience):
Second-Year UndergraduateKeywords (Domain):
Organic ChemistryKeywords (Pedagogy):
Computer-Based LearningKeywords (Subject):
Computational ChemistryCiting Articles
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This article has been cited by 5 ACS Journal articles (5 most recent appear below).
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Rita K. HessleyJournal of Chemical Education2000 77 (6), 794Early in sophomore-level organic chemistry students are introduced to reaction mechanisms, and it is at this stage when they tend to become convinced that memorization is the skill they need to hone in order to succeed. This paper describes how the early ...
An Integrated Molecular Modeling and Melting Point Experiment for the Organic Chemistry Laboratory
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Understanding Chemical Structure/Physical Property Relationships in Polymers through Molecular Modeling and Thermal Analysis Techniques
A. Kim and J. L. MusfeldtJournal of Chemical Education1998 75 (7), 893Understanding Chemical Structure/Physical Property Relationships in Polymers through Molecular Modeling and Thermal Analysis Techniques
A. Kim and J. L. MusfeldtJournal of Chemical Education1998 75 (7), 893Molecular modeling and thermal analysis have been integrated into our Polymer Science course in order to encourage multifaceted problem solving and allow students to systematically explore the role of chemical structure in determining the glass transition ...
Research in Chemical Education - the Third Branch of Our Profession
Diane M. Bunce and William R. RobinsonJournal of Chemical Education1997 74 (9), 1076Research in Chemical Education - the Third Branch of Our Profession
Diane M. Bunce and William R. RobinsonJournal of Chemical Education1997 74 (9), 1076Almost everyone who teaches chemistry in the K-12 system (or its foreign equivalents) and almost everyone employed as a faculty member in a chemistry department qualifies as a chemical educator: we are chemists interested in helping others understand ...
Meta Tasks for Organizing Prevenient Knowledge In Organic Chemistry
K. R. FountainJournal of Chemical Education1997 74 (3), 354Meta Tasks for Organizing Prevenient Knowledge In Organic Chemistry
K. R. FountainJournal of Chemical Education1997 74 (3), 354Small numbers of mental operations, or meta tasks, can mobilize the knowledge students bring to a learning task. Often students do not understand the problematic nature of the problems they are expected to solve. They also do not understand the necessity ...
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- Received: August 03, 2009
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