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Teaching Introductory Organic Chemistry: 'Blooming' beyond a Simple Taxonomy
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Abstract
Undergraduate students often experience fear and trepidation when studying introductory organic chemistry: the majority of these students use a memorization approach to the material, sacrificing understanding. This paper describes one way the problem can be resolved. The cognitive working level we emphasize in our teaching practice involves making the necessary connections between the general chemistry principles that students have learned (or at least have been exposed to in their senior high school years and have revisited again in their university freshman year) and the many reactions and mechanisms they will encounter in organic chemistry. Educating students early in the course about the various levels of the cognitive process and the necessary working level of cognition for success in organic chemistry teaches connections between the general chemistry principles and reaction mechanisms. This empowers students to approach the subject from a perspective of understanding rather than memorization, and replaces fear and trepidation with confidence. In addition, this can help narrow the gap between what instructors expect from their students and what their students think is sufficient to master the course content.
Keywords (Audience):
Second-Year UndergraduateKeywords (Domain):
Organic ChemistryKeywords (Subject):
Acids / BasesCiting Articles
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This article has been cited by 3 ACS Journal articles (3 most recent appear below).
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- Received: August 03, 2009
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