Acid–Base Learning Outcomes for Students in an Introductory Organic Chemistry Course
Acid–Base Learning Outcomes for Students in an Introductory Organic Chemistry Course
复制标题
有机化学入门课程学生的酸碱学习成果
DOI：
10.1021/ed5003338
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发表时间：
2015
影响因子：
3
通讯作者：
A. Flynn
中科院分区：
文献类型：
--
作者：
Carlee Stoyanovich;Aneri Gandhi;A. Flynn
以结果为基础的教学方法侧重于学生在指导后明显知道什么和能做什么，而不是教师教什么。这种以结果为中心的方法可以指导教学策略、学习活动和评估的一致性。在有机化学中，掌握有机酸碱的知识和技能是成功的关键。例如，我们在本研究中分析的更复杂的有机和生化反应中，超过85%需要Bronsted酸碱知识和技能。尽管掌握酸碱概念和技能很重要，但文献描述了许多相关的学生困难。我们通过(1)分析更复杂的有机反应，以确定学生成功分析这些反应所需的与酸碱相关的技能和知识，以及(2)分析教科书对酸碱化学的解释和覆盖范围，确定有机酸碱化学的基本学习成果（LOs）。
An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid–base knowledge and skills are particularly essential for success. For example, Bronsted acid–base knowledge and skills are required in greater than 85% of the more complex organic and biochemical reactions we analyzed in this study. Despite the importance of mastering acid–base concepts and skills, the literature describes many related student difficulties. We identified essential learning outcomes (LOs) in organic acid–base chemistry by (1) analyzing more complex organic reactions to identify the acid–base-related skills and knowledge that students would need to successfully analyze those reactions and (2) analyzing textbooks’ explanations and coverage of acid–base chemist...