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Direct linkGalloway, Kelli R.; Leung, Min Wah; Flynn, Alison B. – Chemistry Education Research and Practice, 2019
Research has shown that within a traditional organic chemistry curriculum, organic chemistry students struggle to develop deep conceptual understanding of reactions and attribute little meaning to the electron-pushing formalism. At the University of Ottawa, a new curriculum was developed for organic chemistry in which students are taught the…
Descriptors: Organic Chemistry, Science Instruction, Foreign Countries, College Students
Galloway, Kelli R.; Leung, Min Wah; Flynn, Alison B. – Journal of Chemical Education, 2018
To explore the differences between how organic chemistry students and organic chemistry professors think about organic chemistry reactions, we administered a card sort task to participants with a range of knowledge and experience levels. Beginning students created a variety of categories ranging from structural similarities to process oriented…
Descriptors: Organic Chemistry, Science Instruction, College Science, Graduate Students
Flynn, Alison B.; Ogilvie, William W. – Journal of Chemical Education, 2015
A significant redesign of the introductory organic chemistry curriculum at the authors' institution is described. There are two aspects that differ greatly from a typical functional group approach. First, organic reaction mechanisms and the electron-pushing formalism are taught before students have learned a single reaction. The conservation of…
Descriptors: College Science, Curriculum Design, Organic Chemistry, Introductory Courses
Galloway, Kelli R.; Stoyanovich, Carlee; Flynn, Alison B. – Chemistry Education Research and Practice, 2017
Research on mechanistic thinking in organic chemistry has shown that students attribute little meaning to the electron-pushing (i.e., curved arrow) formalism. At the University of Ottawa, a new curriculum has been developed in which students are taught the electron-pushing formalism prior to instruction on specific reactions--this formalism is…
Descriptors: Organic Chemistry, Student Reaction, Science Instruction, Teaching Methods
Stoyanovich, Carlee; Gandhi, Aneri; Flynn, Alison B. – Journal of Chemical Education, 2015
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…
Descriptors: Introductory Courses, Organic Chemistry, Outcome Based Education, Teaching Methods
Download full textFlynn, Alison B. – Collected Essays on Learning and Teaching, 2012
An instructional method is described that was used in a large, introductory organic chemistry course to ask online, post-class questions and to use the students' answers to design the lesson and learning activities for the following class. Additional goals of this method were to provide relevant, regular, and prompt feedback to students and the…
Descriptors: Foreign Countries, Feedback (Response), Teaching Methods, Instructional Design
