Should Organic Chemistry Be Taught as Science?
Should Organic Chemistry Be Taught as Science?
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DOI：
10.1021/acs.jchemed.9b00122
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发表时间：
2019-10-01
影响因子：
3
通讯作者：
Healy, Eamonn F.
中科院分区：
文献类型：
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作者：
Healy, Eamonn F.
有机化学，就像大多数本科生在课堂上经历的那样，以及在大多数本科生实验室中使用的那样，更像是一个算法，而不是一个连贯的概念框架。造成这种不一致性的原因是有机机制的解释力与将有机结构与机制联系起来的整体认知目标之间的内在脱节。大多数本科生普遍对科学本质的理解相对简单，这加剧了这些限制。所分析的许多机制的理想化性质倾向于将本科生水平的有机化学本质上作为一个基于规则的系统来对待，允许它更多地作为一门应用科学或技术来教授。
Organic chemistry, as experienced by most undergraduates in the classroom and as utilized in most undergraduate laboratories, is more akin to an algorithm than a coherent conceptual framework. Contributing to this incoherence is an intrinsic disconnect between the explanatory power of the organic mechanism and the overall cognitive objective of connecting organic structure with mechanism. These limitations are compounded by the relatively unsophisticated understanding of the nature of science common to most undergraduates. The idealized nature of many of the mechanisms analyzed favors treating organic chemistry at the undergraduate level as essentially a rules-based system, allowing it to be taught as more of an applied science or technology.