Program/Event
Arts and Research Showcase 2024
Abstract
Many areas of natural science deal with unobservable phenomena. Scientists develop and use models to make sense of these aspects of nature. Chemistry is certainly no exception – in fact, given the molecular nature of chemical interactions, the modern understanding of chemistry is largely based on well-established scientific models. Because models are so important in chemistry, understanding how students develop and use models in the learning process stands to offer key insights into how to better teach chemistry. This project is focused on exploring how students of organic chemistry develop and use scientific models to predict the outcome of reactions. A semi-structured interview investigated how students reason through a series of acid-base equilibria reactions. These reactions were selected to highlight several key aspects of acid-base reactions. Throughout the series of reactions, participants were prompted to use each reaction to develop an overarching model of acid-base chemistry. Finally, students were given the opportunity to use their newly constructed model to predict the outcome of a more complex reaction. In addition, interviewees were questioned about their broader understanding of scientific models before and after the reaction sequence. Thus far, 10 interviews have been conducted with Organic Chemistry II students and analysis of the interview data is currently underway. The findings from this study will be used to characterize students’ model-making processes, ultimately informing more effective teaching practices.
Recommended Citation
Mays, Daniel and Balabanoff, Morgan
(2024)
"Studying Organic Chemistry Students’ Scientific Modeling Practices Through a Semi-Structured Interview,"
The Cardinal Edge: Vol. 2:
Iss.
2, Article 23.
Available at:
https://ir.library.louisville.edu/tce/vol2/iss2/23
