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Die Verwendung von QR-Codes in Begleitseminaren zur Vorlesung „Organische Chemie“ für Studierende mit Chemie im Nebenfach wird vorgestellt. Die Hausaufgaben zu den Seminaren wurden mit einem QR-Code versehen. Dieser führt zu weiterführenden Hilfen. Der Einsatz der QR-Codes sowie die Neukonzeption der Seminare wurden evaluiert.
Training OC
(2021)
The course design "Training OC" for training the application of basic concepts consists of four topics: formula language, structure-property relations, reaction mechanisms, and complex tasks that the students should solve with the conceptual knowledge they acquired in the first three topics. A main goal of the course was to enable the students to solve reaction mechanisms. To achieve the goals of the course, several games were specially designed and used. The course was conducted at a German university with ca. 30 students who participated voluntarily. The course was evaluated by several tools: students' products were collected in the course, there were two pre/post-tests, and additionally, interviews on the strategy of designing reaction mechanisms were conducted. The performance of the teacher and the self-assessment of the students were also part of the evaluation. The results of the written exam were compared with the results of the bachelor chemistry major students. The course "Training OC" was rated very well by the students. They were of the opinion that they learned the application of basic concepts taught in this course. This is supported by the results of the evaluation and the written exams. The course concept of Training OC will therefore become a permanent part of the course "Organic Chemistry I" which will be redesigned for the next round in 2020-21.
Educational Scaffolding was first mentioned in 1976 by Wood et al. Several examples for scaffolding in chemistry are also known from the literature. As written scaffolds, stepped supporting tools to support students while solving problems in organic chemistry were developed, applied, and evaluated. Although the students rated the tool as very helpful, a think-aloud study showed that the support given by this scaffold was not sufficient. As a further development of stepped supporting tools, task navigators were therefore developed, applied, and evaluated. This new scaffold gives tips on strategy, knowledge, and application of knowledge after the STRAKNAP concept. The evaluation of this tool shows that the students rated the tool as being very helpful. A think-aloud study showed that the scaffold supports the students while they solve a problem. Because of the stepwise construction of the task navigators and the providing of the knowledge needed for the application, the students can solve parts of the task successfully even if they do not solve all parts correctly; the students can always start from scratch. When students use the tool regularly, their knowledge of organic chemistry increases compared to students who did not use the tool at all. The task navigator is not only a scaffold for the content of the task but also for the development of methodological competences on the field of strategies and applying knowledge.
Due to the COVID pandemic, the introductory course on organic chemistry was developed and conducted as anonline course. To ensure methodical variety in this course,educational games and quizzes have been developed, used, and evaluated. The attendance of the course, and therefore also the use of the quizzes and games, was voluntary. The quizzes'main goalwas to give the students the opportunity to check whether they had memorized the knowledge needed in the course. Another goal was to make transparent which knowledge the students shouldmemorize by rote. The evaluation shows that the students hadnot internalized all knowledge which they should apply in severaltasks on organic chemistry. They answered multiselect questions in general less well than single-select questions. The games shouldcombine fun with learning. The evaluation of the games shows that the students rated them very well. The students used thosegames again for their exam preparation, as the monitoring of accessing the games showed. Students'experiences with usingelectronic devices in general or for quizzes and games have also been evaluated, because their experience could influence thestudents'assessment of the quizzes and games used in our study. However, the students used electronic devices regularly and shouldtherefore be technically competent to use our quizzes and games. The evaluation showed that the use of digital games for learningpurposes is not very common, neither at school nor at university, although the students had worked with such tools before. Thestudents are also very interested in using and developing such digital games not only for their own study, but also for their future work at school
Zur Vorlesung „Organische Experimentalchemie I“ wurden insgesamt 13 Übungen konzipiert. Bei der Erstellung aller Aufgaben wurde darauf geachtet, dass die Aufgaben dazu geeignet sind, verknüpftes und anwendbares Fachwissen bei den Studierenden anzubahnen. Insgesamt zehn Aufgaben wurden im Aufgabenformat des erweiterten Fachwissens für den schulischen Kontext konzipiert, erprobt und evaluiert. Hierfür wurden die Kriterien Fachwissen, Kontext, Kompetenzen, Diskussion, Antwortvarianz, Sprache und fachliche Probleme festgelegt. Der Einsatz der Aufgaben wurde mit Hilfe von Papierbögen evaluiert. Zusammenfassend lässt sich sagen, dass die Aufgaben als relevant für den späteren Beruf eingeschätzt wurden. Zur Bearbeitung wurde das universitär erworbene Fachwissen benötigt. Bei der Erarbeitung der Aufgaben war darüber hinaus eine sehr hohe Studierendenaktivität zu beobachten. Die Lehrveranstaltung insgesamt sowie die bereit gestellten Aufgaben wurden auch sehr gut bewertet.
In this paper the development, use, and evaluation of tasks based on the construct of school-related content knowledge are described. The tasks were used in seminars on organic chemistry for bachelor and master preservice chemistry teachers at a German university. For the evaluation a questionnaire with open and closed items was used. The tasks were rated by the preservice chemistry teachers as relevant for their future profession as a chemistry teacher if the content of the tasks is part of the school curriculum. If the content does not belong to the school curriculum, they rated the nature of the tasks still as relevant; they seem to recognize the importance of conceptual knowledge for their future profession. However, the master's preservice teachers argued with this conceptual knowledge more often than the bachelor's preservice teachers. Although the study is cross-sectional, a certain shift from the focus on the content to conceptual knowledge from bachelor's to master's preservice teachers can be observed.
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.
In most cases where ring closing metathesis is applied to the synthesis of heterocycles, alpha,omega-dienes are used as precursors. If substrates containing more than two double bonds are subjected to a metathesis reaction, carba- or heterocycles bearing additional exocyclic alkene functionality result, or multiple ring closing processes occur. This offers interesting and potentially very useful synthetic perspectives. On the other hand, selectivity problems need to be addressed as the cyclization of substrates with more than two double bonds available for olefin metathesis may result in constitutional isomers or stereoisomers. This review highlights problems and opportunities evolving from ring closing metathesis of tri-, tetra-, and polyenes as a strategy for the selective synthesis of functionalized heterocycles. The chapter on RCM of trienes is subdivided according to the symmetry of the metathesis precursor. The following two chapters deal with the double or multiple RCM of tetra- or polyenes. These processes are further classified according to the preferred cyclization mode. Finally, the application of cascade or domino metathesis reactions to the synthesis of heterocycles will be discussed. These processes can be classified into those where exclusively C-C-double bonds take part in the metathesis reaction, and those where one or more C-C-triple bonds are involved
PSI-Potsdam
(2018)
In Brandenburg kommt der Universität Potsdam eine besondere Rolle zu: Sie ist die einzige, an der zukünftige Lehrerinnen und Lehrer die erste Phase ihres Werdegangs – das Lehramtsstudium – absolvieren können. Vor diesem Hintergrund wurde bereits kurz nach der Gründung im Jahr 1991 das „Potsdamer Modell der Lehrerbildung“ entwickelt. Dieses Modell strebt fortlaufend eine enge Verzahnung von Theorie und Praxis über das gesamte Studium hinweg an und bindet hierfür die schulpraktischen Studienanteile in besonderer Weise ein. Eine erneute Stärkung erfuhr die Lehrerbildung im Dezember 2014 mit der Gründung des Zentrums für Lehrerbildung und Bildungsforschung (ZeLB). Aus der koordinierenden Arbeit des Zentrums entstand das fakultätsübergreifende Projekt „Professionalisierung – Schulpraktische Studien – Inklusion“ (PSI-Potsdam) das im Rahmen der Qualitätsoffensive Lehrerbildung des Bundesministeriums für Bildung und Forschung erfolgreich gefördert wurde (2015–2018) und dessen Verlängerung (2019–2023) bewilligt ist.
Der vorliegende Band vermittelt in den drei großen Kapiteln „Erhebungsinstrumente“, „Seminarkonzepte“ und „Vernetzungen“ einen Überblick über einige der praxisnahen Forschungszugänge, hochschuldidaktischen Ansätze und Strategien zur Vernetzung innerhalb der Lehrerbildung, die im Rahmen von PSI-Potsdam entwickelt und umgesetzt wurden. Die Beiträge wurden mit dem Ziel verfasst, Kolleginnen und Kollegen an Universitäten und Hochschulen, Akteur_innen des Vorbereitungsdiensts sowie der Fort- und Weiterbildung von Lehrkräften möglichst konkrete Einblicke zu gewähren.
Unter der Herausgeberschaft von Prof. Dr. Andreas Borowski (Fachdidaktik Physik), Prof. Dr. Antje Ehlert (Inklusionspädagogik mit dem Förderschwerpunkt Lernen) und Prof. Dr. Helmut Prechtl (Fachdidaktik Biologie) vereinen sich Autor_innen mit breit gestreuter fachdidaktischer und bildungswissenschaftlicher Expertise.