View in EDS

Investigating Students' Reasoning over Time for Case Comparisons of Acyl Transfer Reaction Mechanisms

Saved in:
Bibliographic Details
Title: Investigating Students' Reasoning over Time for Case Comparisons of Acyl Transfer Reaction Mechanisms
Language: English
Authors: Watts, Field M. (ORCID 0000-0002-1800-1816), Zaimi, Ina (ORCID 0000-0001-7759-5389), Kranz, David (ORCID 0000-0002-2054-6882), Graulich, Nicole (ORCID 0000-0002-0444-8609), Shultz, Ginger V. (ORCID 0000-0002-7285-748X)
Source: Chemistry Education Research and Practice. Apr 2021 22(2):364-381.
Availability: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Organic Chemistry, Science Process Skills, Abstract Reasoning, Case Method (Teaching Technique), Problem Solving, Scientific Concepts, Concept Formation, Introductory Courses, College Students
DOI: 10.1039/d0rp00298d
ISSN: 1756-1108
Abstract: Reasoning about organic chemistry reaction mechanisms requires engagement with multiple concepts and necessitates balancing the relative influence of different chemical properties. A goal of organic chemistry instruction is to support students with engaging in this type of reasoning. In this study, we describe our use of case comparison problems to elicit students' reasoning about acyl transfer reaction mechanisms across a semester. Using an instrumental case study methodology, we analysed three students' reasoning across three time points: in a pre-interview at the beginning of the semester, on their written responses to one implementation of an in-class scaffold activity, and in a post-interview near the middle of the semester. Through the theoretical lens of Hammer's resources framework, we analysed the resources that students activated when approaching the case comparison problems. We characterized how students used each resource to support their reasoning, alongside characterizing how students weighed the different resources they activated. Our findings indicate that the case comparison problems activated a number of resources for each student across the time points by encouraging students to relate the surface-feature differences between reactions with the associated underlying properties. Students generally used resources, such as resonance and steric effects, in similar ways to support their reasoning across the time points. The study also illustrates the range in students' abilities to weigh multiple conceptual influences and how this ability might change across the semester. This case study has implications for future research exploring how students reason with multiple concepts and for instructors seeking to implement activities that support students' reasoning with case comparison problems.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1300099
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1300099
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Investigating Students' Reasoning over Time for Case Comparisons of Acyl Transfer Reaction Mechanisms
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Watts%2C+Field+M%2E%22">Watts, Field M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1800-1816">0000-0002-1800-1816</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zaimi%2C+Ina%22">Zaimi, Ina</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7759-5389">0000-0001-7759-5389</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kranz%2C+David%22">Kranz, David</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2054-6882">0000-0002-2054-6882</externalLink>)<br /><searchLink fieldCode="AR" term="%22Graulich%2C+Nicole%22">Graulich, Nicole</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0444-8609">0000-0002-0444-8609</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shultz%2C+Ginger+V%2E%22">Shultz, Ginger V.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7285-748X">0000-0002-7285-748X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Chemistry+Education+Research+and+Practice%22"><i>Chemistry Education Research and Practice</i></searchLink>. Apr 2021 22(2):364-381.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Organic+Chemistry%22">Organic Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Method+%28Teaching+Technique%29%22">Case Method (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1039/d0rp00298d
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1756-1108
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Reasoning about organic chemistry reaction mechanisms requires engagement with multiple concepts and necessitates balancing the relative influence of different chemical properties. A goal of organic chemistry instruction is to support students with engaging in this type of reasoning. In this study, we describe our use of case comparison problems to elicit students' reasoning about acyl transfer reaction mechanisms across a semester. Using an instrumental case study methodology, we analysed three students' reasoning across three time points: in a pre-interview at the beginning of the semester, on their written responses to one implementation of an in-class scaffold activity, and in a post-interview near the middle of the semester. Through the theoretical lens of Hammer's resources framework, we analysed the resources that students activated when approaching the case comparison problems. We characterized how students used each resource to support their reasoning, alongside characterizing how students weighed the different resources they activated. Our findings indicate that the case comparison problems activated a number of resources for each student across the time points by encouraging students to relate the surface-feature differences between reactions with the associated underlying properties. Students generally used resources, such as resonance and steric effects, in similar ways to support their reasoning across the time points. The study also illustrates the range in students' abilities to weigh multiple conceptual influences and how this ability might change across the semester. This case study has implications for future research exploring how students reason with multiple concepts and for instructors seeking to implement activities that support students' reasoning with case comparison problems.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1300099
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1300099
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1039/d0rp00298d
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 364
    Subjects:
      – SubjectFull: Organic Chemistry
        Type: general
      – SubjectFull: Science Process Skills
        Type: general
      – SubjectFull: Abstract Reasoning
        Type: general
      – SubjectFull: Case Method (Teaching Technique)
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: College Students
        Type: general
    Titles:
      – TitleFull: Investigating Students' Reasoning over Time for Case Comparisons of Acyl Transfer Reaction Mechanisms
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Watts, Field M.
      – PersonEntity:
          Name:
            NameFull: Zaimi, Ina
      – PersonEntity:
          Name:
            NameFull: Kranz, David
      – PersonEntity:
          Name:
            NameFull: Graulich, Nicole
      – PersonEntity:
          Name:
            NameFull: Shultz, Ginger V.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-electronic
              Value: 1756-1108
          Numbering:
            – Type: volume
              Value: 22
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Chemistry Education Research and Practice
              Type: main
ResultId 1