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Mechanism comics as a task in a written exam in organic chemistry for pre-service chemistry teachers
(2022)
In this paper, we describe and evaluate a study on the use of mechanism comics for writing solutions to a task in a written exam for the course "Organic Chemistry I for Pre-Service Chemistry Teachers."
The students had to design a reaction mechanism for a reaction that was unknown to them and write captions explaining every step of their reaction mechanism.
The students' work was evaluated using the method of qualitative content analysis in four rounds by both authors. The majority of the captions were coded as "descriptive" and only a minority as "causal."
This means that the students mostly described "what" happened, but seldom "why" this happened. Implicit electron movement was also described more often than explicit electron movement. The majority of the captions were technically correct. In summary, the students were capable of designing and describing a reaction mechanism for a previously unknown reaction.
The quality of their reasoning could be improved, however. In the new course, the quality of students' mechanistic reasoning and then especially their explanations of "why" mechanistic steps occur will be given much clearer emphasis.
Das Konstrukt des erweiterten Fachwissens für den schulischen Kontext, welches in der ersten Förderphase von PSI-Potsdam entwickelt wurde, diente als Grundlage für die Entwicklung von Aufgaben, Lehrformate sowie einem Laborpraktikum im Bereich organischer Chemie. Eine Delphi-Studie wurde zur Validierung der Anwendung des Konstruktes auf die organische Chemie durchgeführt. Alle Aufgaben und Lehrformate wurden in Mixed-Methods-Studien evaluiert. Es zeigte sich, dass die Studierenden sowohl die Aufgaben als auch die Lehrformate und das Praktikum als relevant für ihren späteren Beruf als Chemielehrkräfte bewerteten.
In this paper the use of two different scaffolds in a seminar on the topic of heterocycles is discussed. The students first used both scaffolds (stepped supporting tools and a task navigator) on two tasks and could then choose for one other task the scaffold that suited them more. The scaffolds were evaluated in a mixedmethods study by the use of questionnaires and the conducting of a focus group interview. Both scaffolds were assessed as being helpful. However, students who thought they didn’t need different sorts of tips, as provided by the task navigator, chose the stepped supporting tools. All students reflected on their use of the scaffolds; their choices for one of both are therefore well-founded. As the reasons for choosing the scaffold are very individual, in future seminars both types of scaffolds will be provided.
In this paper the use of two different scaffolds in a seminar on the topic of heterocycles is discussed. The students first used both scaffolds (stepped supporting tools and a task navigator) on two tasks and could then choose for one other task the scaffold that suited them more. The scaffolds were evaluated in a mixedmethods study by the use of questionnaires and the conducting of a focus group interview. Both scaffolds were assessed as being helpful. However, students who thought they didn’t need different sorts of tips, as provided by the task navigator, chose the stepped supporting tools. All students reflected on their use of the scaffolds; their choices for one of both are therefore well-founded. As the reasons for choosing the scaffold are very individual, in future seminars both types of scaffolds will be provided.