Chemistry courses remain a challenge for many undergraduate students. In particular, first-semester organic chemistry has been labeled as a gatekeeper with high attrition rates, especially among students of color. Our study examines a key factor related to conceptual understanding in science and predictive of course outcomes-knowledge structures.…

The connection between the molecular-level structure of a substance and its macroscopic properties is a fundamental concept in chemistry. Students in college-level general and organic chemistry courses were interviewed to investigate how they used structure-property relationships to predict properties such as melting and boiling points. Although…

Differences in problem-solving ability among organic chemistry graduate students and faculty were studied within the domain of problems that involved the determination of the structure of a molecule from the molecular formula of the compound and a combination of IR and [to the first power]H NMR spectra. The participants' performance on these tasks…

In each of three studies, students using computer assisted instruction for supplemental drill and practice in a first organic chemistry course performed consistently higher than control students on sections of the course examinations related to the content of the programs. (AL)

Presented is an analysis of think-aloud protocols of graduate students solving several different tasks in organic chemistry. The systems used by these subjects were classified. It was reported that the methodological system was most often used. (CW)

Reports on a study which examined the relationship between spatial ability and performance in organic chemistry. Results indicated that students with high spatial scores did significantly better on questions requiring problem solving skills, as well as on those requiring the mental manipulation of two-dimensional representations of a molecule. (TW)

Presented are the results of a study of the effects of peer-led tutoring groups on achievement in college chemistry. Supplemental instruction was effective in increasing students' achievement in chemistry as measured by final grades in chemistry and responses to a questionnaire. (CW)

Selective illustrative examples of students' learning difficulties and misconceptions in first-year general and organic chemistry are presented in the students' terms, followed by strategies the author uses to overcome the difficulties. Suggests that student misconceptions in first-year chemistry are not interrelated logically and are not prone to…

Provides examples of how concept mapping can be used to help overcome misconceptions in college chemistry. (PR)