Implementing the SEA application for organic chemistry: Arrow-pushing versus electron-moving techniques

Othman Talib, M. Nawawi, W. Ali, R. Mahmud, Tengku Putri Norishah Tengku Shariman
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引用次数: 3

Abstract

The models used in organic chemistry are usually rigid; it is difficult for students to rapidly transfer between the macroscopic, submicroscopic, and symbolic levels of thought. As a result, students' perceptions of these models are sometimes incorrect. In organic synthesis students should comprehend information about reactions and, simultaneously, visualize the inverse of these reactions. Without deep understanding of the mechanistic aspects of organic reactions, students will face problems in an advanced chemistry course. Another problem in teaching organic chemistry effectively is the wide range of abilities and academic interests of students. The introductory organic chemistry class caters for students from various science and technology fields. Based on this context, a computer application was used as an alternative approach for teaching and learning organic chemistry with the assumption that animations could assist students to better understand concepts. In a study by Gilbert, Reiner and Nakhleh (2008), it was implied that animated presentations could exert an extra cognitive load on students. Consequently, a relevant question that educators need to answer is “How visuals should be animated in science instruction?” This study examined how an animation based computer application that applied an electron-moving technique was used as a supplementary material in a first year Organic Chemistry course and its effect on the performance of students. Using pre and post-test design, the study involved a comparison between an experimental group of first year students (n=28) who followed instructions that used moving-electron technique in a blended mode and a conventional group of first year students (n=27) who used arrow-pushing technique to learn the fundamental concept of organic reaction mechanism. The finding suggest the potential of using electron-moving technique as an instructional approach based on the improved post-test performance as compared to arrow-pushing techniques.
在有机化学中实现SEA应用:箭头推进与电子移动技术
有机化学中使用的模型通常是刚性的;学生很难在宏观、亚微观和符号思维之间快速转换。因此,学生对这些模式的认知有时是不正确的。在有机合成中,学生应该理解有关反应的信息,同时想象这些反应的反作用。如果不深入了解有机反应的机理,学生在高级化学课程中将会遇到问题。有机化学有效教学的另一个问题是学生能力和学术兴趣的广泛性。有机化学导论课适合不同科学技术领域的学生。基于这种背景,计算机应用程序被用作有机化学教学的替代方法,并假设动画可以帮助学生更好地理解概念。Gilbert, Reiner和Nakhleh(2008)的一项研究表明,动画演示可能会给学生带来额外的认知负荷。因此,教育工作者需要回答的一个相关问题是“在科学教学中,视觉应该如何动画化?”本研究考察了在一年级的有机化学课程中,如何将一个基于动画的电子移动技术的计算机应用程序作为补充材料,以及它对学生表现的影响。本研究采用前后测试设计,对实验组(28名)的一年级学生(n=28)和常规组(27名)的一年级学生(n=27)进行比较,实验组使用混合模式的移动电子技术来学习有机反应机理的基本概念。这一发现表明,与推箭技术相比,利用电子移动技术作为一种基于改进的测试后表现的教学方法具有潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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