Independent Synthesis Projects in the Organic Chemistry Teaching Laboratories: Bridging the Gap Between Student and Researcher
Independent Synthesis Projects in the Organic Chemistry Teaching Laboratories: Bridging the Gap Between Student and Researcher
复制标题
有机化学教学实验室的独立合成项目：弥合学生和研究人员之间的差距
DOI：
10.1021/acs.jchemed.7b00093
复制
发表时间：
2017
影响因子：
3
通讯作者：
B. Kendall
中科院分区：
文献类型：
--
作者：
V. Keller;B. Kendall
科学教育工作者努力教会学生如何成为全面发展的科学家，具有解决问题、预测错误和适应意外障碍的能力。传统的有机化学实验很少教授这些技能，无论主题材料多么新颖或当代。本文报告了一个为期四分之一的有机化学实验室实验的成功，该实验采取了一个研究项目的形式，旨在教授这些现实生活中的技能。学生们从文献来源中进行了三步合成序列，并改变了参数以提高产量。这包括图书馆研究和两个层次的提案，然后是书面报告和海报演示。目标是模拟研究实验室的不同方面，从文献搜索到解决问题再到展示结果。学生们经历了意想不到的困难，并根据他们如何克服这些障碍来评分，而不是根据他们在多大程度上提高了产量。
Science educators strive to teach students how to be well-rounded scientists with the ability to problem solve, anticipate errors, and adapt to unexpected roadblocks. Traditional organic chemistry experiments seldom teach these skills, no matter how novel or contemporary the subject material. This paper reports on the success of a quarter-long organic chemistry laboratory experiment that takes the form of a research project designed to teach these real-life skills. Students took a three-step synthetic sequence from a literature source, and changed parameters to improve the yield. This involved library research and two levels of proposals, followed by a written report and a poster presentation. The goal was to simulate the different aspects of a research lab, from literature searches to problem-solving to presenting results. The students experienced unexpected difficulties and were graded on how they overcame these obstacles, rather than on how much they improved the yields.