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Reorganization of the Organic Chemistry Curriculum to Improve Student Outcomes
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    Reorganization of the Organic Chemistry Curriculum to Improve Student Outcomes
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    Journal of Chemical Education

    Cite this: J. Chem. Educ. 2020, 97, 4, 960–964
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    https://doi.org/10.1021/acs.jchemed.9b00606
    Published March 3, 2020
    Copyright © 2020 American Chemical Society and Division of Chemical Education, Inc.

    Abstract

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    The material of a standard second-year undergraduate organic chemistry class has been reorganized and reframed to emphasize the mechanistic connections between reactions and to clarify the language with which organic reaction mechanisms are discussed. Assessment of the results of this reorganization shows that student test scores do not decline in the second semester and that the overall performance of the class improves, especially among the less successful students.

    Copyright © 2020 American Chemical Society and Division of Chemical Education, Inc.

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    This article is cited by 5 publications.

    1. David K. Smith. Priority and Selectivity Rules To Help Students Predict Organic Reaction Mechanisms. Journal of Chemical Education 2023, 100 (3) , 1164-1178. https://doi.org/10.1021/acs.jchemed.2c00950
    2. Connor Haindfield, William Cerbin, Douglas Baumann, Heather Schenck. Flipping the script in organic reaction mechanism instruction: using generative pedagogies instead of lecture to improve learning outcomes. Chemistry Education Research and Practice 2024, https://doi.org/10.1039/D3RP00322A
    3. Max R. Helix, Katherine A. Blackford, Zachary M. Firestein, Julia C. Greenbaum, Katarina Gibson, Anne M. Baranger. Characterization of student problem solving and development of a general workflow for predicting organic reactivity. Chemistry Education Research and Practice 2022, 23 (4) , 844-875. https://doi.org/10.1039/D1RP00194A
    4. Jolanda Hermanns. How do pre-service chemistry teachers rate the importance of content in organic chemistry during their chemistry studies at university?. Chemistry Teacher International 2021, 3 (4) , 359-365. https://doi.org/10.1515/cti-2021-0004
    5. Catharina Schmitt, Michael Schween. Comparing resonance and hyperconjugation – Understanding concepts using kinetic measurements at S N 1 reactions. CHEMKON 2021, 28 (2) , 74-81. https://doi.org/10.1002/ckon.202000050

    Journal of Chemical Education

    Cite this: J. Chem. Educ. 2020, 97, 4, 960–964
    Click to copy citationCitation copied!
    https://doi.org/10.1021/acs.jchemed.9b00606
    Published March 3, 2020
    Copyright © 2020 American Chemical Society and Division of Chemical Education, Inc.

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