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Evaluation of Learning Processes in an Organic Chemistry Course

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Beatriz Maroto , C. Camusso and M. Cividini

Universidad Nacional de CordobaFacultad de Ciencias Agropecuarias, C. C. 509, Cordoba 5000, Republic of Argentina

J. Chem. Educ., 1997, 74 (10), p 1233

DOI: 10.1021/ed074p1233

Publication Date (Web): October 1, 1997

Section:

History, Education, and Documentation

Abstract

The present study is part of a series of evaluations done on student learning processes in organic chemistry. In a previous study, students' knowledge after completion of the introductory organic chemistry course was assessed using a multiple-choice exercise. The results of that study showed that 83% of the students tested were able to give a description of the problem presented, analyze it, and establish partial relationships among its elements, with 27% of those students succeeding in making a partial synthesis of the information as well (1).

Keywords (Audience):

Second-Year Undergraduate

Keywords (Domain):

Organic Chemistry

Keywords (Pedagogy):

Testing / Assessment

Keywords (Subject):

Learning Theories

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This article has been cited by 2 ACS Journal articles (2 most recent appear below).

Evaluation of Student Learning in Organic Chemistry Using the SOLO Taxonomy
Linda C. Hodges , Lilia C. Harvey
Journal of Chemical Education2003 80 (7), 785
- Evaluation of Student Learning in Organic Chemistry Using the SOLO Taxonomy
  Linda C. Hodges , Lilia C. Harvey
  Journal of Chemical Education2003 80 (7), 785
  We have adapted the Structure of Observed Learning Outcomes (SOLO) taxonomy for evaluating student learning in a two-semester organic chemistry course sequence. The SOLO taxonomy describes student learning in five hierarchical levels related to the ...
  Abstract | Hi-Res PDF | PDF w/ Links
Implications of Cognitive Science Research for Models of the Science Learner
William R. Robinson , Ala Samarapungavan
Journal of Chemical Education2001 78 (8), 1107
- Implications of Cognitive Science Research for Models of the Science Learner
  William R. Robinson , Ala Samarapungavan
  Journal of Chemical Education2001 78 (8), 1107
  This paper describes a theoretical model of knowledge based on recent cognitive science research on science learning and discusses implications of the model for science teaching. According to this model, knowledge frameworks act as an individual's ...
  Abstract | Hi-Res PDF | PDF w/ Links