Does Mechanistic Thinking Improve Student Success in Organic Chemistry?
Does Mechanistic Thinking Improve Student Success in Organic Chemistry?
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DOI：
10.1021/ed200394d
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发表时间：
2012-07-01
影响因子：
3
通讯作者：
Cox, Elizabeth L.
中科院分区：
文献类型：
--
作者：
Grove, Nathaniel P.;Cooper, Melanie M.;Cox, Elizabeth L.
在有机化学课程中，使用曲线箭头表示法来描述机械过程中的电子流是最重要的表示法之一。我们之前的研究记录了一个令人不安的趋势：当被要求预测一系列反应的产物时，许多学生并没有自发地参与机制的使用，即使是在明确提示的情况下。在这些结果的基础上，这项研究表明，谁从事机制使用的学生更有能力解决有机化学问题，但只有那些涉及知识转移。
The use of the curved-arrow notation to depict electron flow during mechanistic processes is one of the most important representational conventions in the organic chemistry curriculum. Our previous research documented a disturbing trend: when asked to predict the products of a series of reactions, many students do not spontaneously engage in mechanism use even when explicitly prompted to do so. Building upon those results, this study revealed that students who engaged in mechanism use were better equipped to solve organic chemistry problems but only those that involve transfer of knowledge.