a preliminary investigation of irish students ... · -preparation of organic compounds -reactions...

Difficulties with Organic Chemistry at Third Level -

Perspectives of Irish students and lecturers

Anne O’ Dwyer, Peter E. Childs & Noreen Hanly

Department of Chemical & Environmental Sciences, University of Limerick,

Ireland.

1

4th Eurovariety in Chemistry Education Conference

September 1st - 3rd 2011

Structure of Presentation

• Brief background of the Research project.

• Organic Chemistry as an area of difficulty.

• Methodology.

• Significant findings.

• Discussion initial results.

• Conclusion.

• Acknowledgements.

• References.

4th Eurovariety, Bremen, Sept 1-3 2011. 2

Identification of the difficulties in

Organic Chemistry

at 2nd & 3rd Level in Ireland.

Understanding the

reasons why Organic Chemistry is difficult.

Design & Development of an Organic

Chemistry Intervention Programme.

Implementation of the Organic


Evaluation of the Organic Chemistry

Intervention Programme. 2012

Sept 2011-

Dec 2011

Feb – Aug

2011

Jan 2010-

Jan 2011

Oct 2009-

Mar 2011

Areas of Difficulty

Novices Experts

4th Eurovariety, Bremen, Sept 1-3 2011.

Third Level

Students (2009-2011)

Second Level

Pupils (2010)

Second Level

Teachers (2010)

Third Level

Lecturers (2011)

4

Research Questions

• What specific areas of Organic Chemistry do Irish third level students find difficult?

• What factors effect the teaching and learning of Organic Chemistry at third level?

• What attitudes are held by the lecturers and what approaches are used for teaching Organic Chemistry?

• What are the lecturers’ perceptions of their students’ areas of difficulty?


Participation in Second Level Chemistry

6 4th Eurovariety, Bremen, Sept 1-3 2011.

Why is Chemistry difficult?


Previous Studies Johnstone (1981)

A Level

Bojezuk (1982)

A Level

Ratcliffe

(2002)

A Level

Childs & Sheehan

(2009)

2nd and 3rd Level

U.K. U.K. U.K. Ireland

Organic

Synthesis

involving

carbonyl

compounds:

Aldehydes &

Ketones,

Carboxylic acids

and esters.

-Preparation of

Organic

compounds

-Reactions &

Reaction

mechanisms.

- Organic

Synthesis

involving

aromatic

compounds.

- Organic

Instrumentation

(NMR)

- Hydrocarbons:

aliphatic and

aromatic

- Organic synthesis

involving alcohols,

carbonyl

compounds

(aldehydes and

ketones) and

carboxylic acids.

Organic Chemistry at third level

• Curved arrows Bhattaacharyya & Bodner (2005)

• Reaction mechanism Ferguson & Bodner (2008), Rushton et. al (2008)

• Organic synthesis Stamovlasis & Tsparlis (2000)

• Classification of organic compounds Domin et. al (2008)


Methodology (1)

Question Topic

1 Drawing organic compounds.

2 Identifying organic species.

3 Electron density.

4 Naming organic compounds.

5 Classification of organic compounds.

6 Isomerism.

7 Shape and structure of organic compounds.

8 Mechanism of organic reactions.

Part A - Science & Mathematical background of students.

- Students’ attitudes towards Organic Chemistry

Student Questionnaire Design

Part B – Diagnostic Test


• Piloted in University of Limerick in 2009 (n=82)

• Students studying Introductory Organic Chemistry at third

level.

First and second Year students.

• Distributed to 121 students in total:

One University: (n=86)

Two Institutes of Technology:

I.T. (1) (n=17)

I.T. (2) (n=18)

• Gender breakdown:

Males- 45.5 %

Females - 51.0%

Student Questionnaire Distribution


Methodology (2)

• Three-Page Questionnaire.

• Resources and teaching approaches used.

• Challenges of teaching Organic Chemistry.

• Perceptions of their students’ attitudes towards

Organic Chemistry.

Lecturer Questionnaire Design


• Distributed by email in February 2011.

• Sent to 64 Organic Chemistry lecturers in 6 Universities

and 6 Institutes of Technology in Ireland.

• Lecturers teaching Introductory level Organic Chemistry.

• Completed by 20 lecturers in total (31% response rate):

12 teaching in a University.

8 teaching in an Institute of Technology.

Lecturer Questionnaire Distribution


Student Questionnaire

Second Level Mathematics:

• Higher Level: 51 (42.1%)

• Ordinary Level: 60 (49.6%)

Second Level Science Subjects

n=121


62 (52.1%)

Significant Findings: Part A, Student Background

Mean

General Trend

Drawing Organic Compounds. 2.5 Easy

Naming Organic Compounds. 2.81 Neutral

Isomerisation. 3.27 Neutral

Classification of Organic Compounds

(according to functional group)

2.88 Neutral

Characteristics of Organic Compounds

(physical properties e.g. polarity, solubility)

3.40 Neutral

Aliphatic compounds. 3.18 Neutral

Aromatic compounds. 3.41 Neutral

Organic Reaction Types (e.g. addition,

substitution etc.)

3.44 Difficult

Organic Reaction Mechanisms. 3.67 Difficult

Organic Synthesis (e.g. A → B→C) 3.75 Difficult

Laboratory work. 3.00 Neutral

Significant Findings: Part A, Student attitudes n=121


Average Score: 34%

Failure Rate: 79 (66.1%)

Question Topic Attempt

(%)

No Attempt

(%)

Average

score (%)

Mark Order

1 Drawing 95.9 4.13 30.0 3

2 Organic

species

73.6 26.4 60.0 1

3 Electron

Density

87.6 12.4 30.0 3

4 Nomenclature 75.2 24.8 16.0 5

5 Classification 84.3 15.7 60.0 1

6 Isomerism 53.7 46.3 20.0 4

7 Shape &

Structure

84.3 15.7 50.0 2

8 Mechanism 47.1 52.9 6.20 6

Significant Findings: Part B, Diagnostic Test

n=121


• Study of Chemistry at second level:

Higher Level – 40.2% Ordinary Level – 29.5% Not Studied – 28.9%

• Level of Mathematics studied at second level: Higher Level – 39.9% Ordinary Level – 28.5%

• Third Level Institution: University – 32.7% I.T. (1) – 44.3% I.T. (2) – 35.0% • Course of Study:

University – 8 different course groups. I.T. (1) – 3 different course groups. I.T. (2) – 2 different course groups.

Factors influencing students’ average score in the Diagnostic Test (p<0.05)


Introductory Organic Chemistry

• Integrated - 14 (70%)

• Separate course - 6 (30%)

• Typical class size:

• >100 for 12 (60%) of the lecturers.

• > 50 for 6 (30%) of the lecturers.

• Between 30-50 for 2 (10%) of the lecturers.

Lecturer Questionnaire


Factors affecting Teaching & Learning E.g. Teaching Resources used


9 (45%) - encouraged students to buy molecular model kits.

Attitudes towards teaching Organic Chemistry Mean General Trend

Drawing Organic Compounds 2.50 Easy

Naming Organic Compounds 2.70 Easy

Classification of Organic Compounds

(according to functional group)

2.45 Easy

Physical Characteristics of Organic

compounds

2.65 Neutral

Isomerisation .85 Neutral

Organic Reactions 3.30 Neutral

Organic Reaction Mechanisms 4.25 Difficult

Organic Synthesis (A to B to C etc.) 3.45 Difficult

Organic Natural Products 4.15 Difficult

Oil Refining & Products 3.35 Neutral

Chromatography 3.75 Neutral

Instrumentation in Organic Chemistry. 3.55 Neutral

Laboratory Work 2.15 Easy


Lecturers’ perceptions of students’ attitudes Mean General Trend

Organic Chemistry is interesting. 2.45 Agree

Enjoy learning Organic Chemistry. 2.80 Agree

Organic Chemistry is easy to understand and learn. 3.55 Disagree

Top 5 most difficult topics


Comparison of Findings Teaching & Learning

Easy to teach Easy to learn Difficult to

teach

Difficult to

learn

Drawing organic

compounds Drawing organic compounds

Organic natural

products

Reaction types

Naming organic

compounds Reaction

mechanism

Reaction

mechanism

Classification of

organic compounds Organic

synthesis

Organic

synthesis


Comparison of Findings Perceptions of difficulty

Topics that lecturers

find most difficult to

teach

(n=20)

Topics that lecturers

perceive students find

most difficult to learn

(n=20)

Topics that students

find most difficult to

learn

(n=121)

Organic Mechanisms 1st 1st 2nd

Organic natural products 2nd

Organic Synthesis 3rd 1st

Instrumentation

4th

Organic Reactions

5th 3rd 3rd

Structure and shape 2nd

Nomenclature 4th 5th

Functional Groups 5th

Characteristics (physical

properties)

4th


Conclusion (1)

1. Structural Formulae.

2. Distinguishing Functional groups.

3. Characteristics of Organic compounds.

4. Reaction Types & Reaction Mechanisms.

Main Areas of Difficulty


• Traditional teaching methods, resources and methods of

assessment are still being used.

• Only half of the lecturers encouraged their students to use

a molecular model kit.

• Topics that are difficult to learn and understand are also

difficult to teach.

Are we doing enough to address specifically these

problems?

Conclusion (2)

“We have been busy changing the menu in the ship’s restaurant while the ship has been sinking.”

(Johnstone, 2010)


Identification of the difficulties in

Organic Chemistry

at 2nd & 3rd Level in Ireland.

Understanding the

reasons why Organic Chemistry is difficult.

Design & Development of an Organic


Implementation of the Organic


Evaluation of the Organic Chemistry

Intervention Programme. 2012

Sept 2011-

Dec 2011

Feb – Aug

2011

Jan 2010-

Jan 2011

Oct 2009-

Mar 2011

Acknowledgements

• Supervisors: Dr. Peter E. Childs & Dr. Noreen Hanly.

• Participating lecturers and students.

• Department of Chemical & Environmental Sciences, University of Limerick.

• IRCSET for financial support.


References • Bhattacharyya, G. and Bodner, G. M. (2005) '"It gets me to the product": How students propose Organic Mechanisms', Journal of Chemical Education, 82(9), 1402-

1406.

• Childs, P. E. (2009) 'Improving chemical education: turning research into effective practice', Chemistry Education Research and Practice, 10(3), 189-203.

• Childs, P. E. and Sheehan, M. (2009) 'What's difficult about chemistry? An Irish perspective', Chemistry Education Research and Practice, 10, 204-218.

• Childs, P. E. and Sheehan, M. (2010) 'Does the Irish Education system produce pupils who can think?', Presented at BCCE 2010, Texas; submitted for publication.

• Domin, D. S., M. Al-Masum, et al. (2008). "Students' categorizations of organic compounds." Chemistry Education Research and Practice 9: 114-121.

• Ferguson, R. and Bodner, G. M. (2008) 'Making sense of the arrow-pushing formalism among chemistry majors enrolled in Organic Chemistry', Chemistry Education

Research and Practice, 9, 102-113.

• Horgan, M. and Regan, T. (2004) 'Leaving Certificate Chemistry Exam feedback 2003', Physical Sciences Magazine, Jan 2004(1), 14.

• Johnstone, A. H. (1981) 'Chemical education research-facts, findings and consequences', Chemistry in Britain, 17(3), 130-135

• Johnstone, A. H. (1991) 'Why is science difficult to learn? Things are seldom what they seem', Journal of Computer Assisted Learning, 7, 75-83.

• Johnstone, A. H. (2000) 'Chemical Education Research: Where from here?', University Chemistry Education, 4(1), 34-38.

• Johnstone, A. H. (2006) 'Chemical Education Research in Glasgow in perspective', Chemistry Education Research and Practice, 7(2), 49-63.

• Kellet, N. C. and Johnstone, A. H. (1980) 'Learning difficulties in school science - towards a working hypothesis ', European Journal of Science Education, 2, 175-181.

• Piaget, J. (1964) 'Part I: Cognitive development in children: Piaget development and learning', Journal of Research in Science Teaching, 2(3), 176-186.

• Ratcliffe, M. (2002) 'What's difficult about A-level Chemistry?', Education in Chemistry, 39(3), 76-80.

• Reid, N. (2008) 'A Scientific Approach to the Teaching of Chemistry', Chemistry Education Research and Practice, 9, 51-59.

• Shayer, M. and Adey, P., eds. (1981) Towards a Science of Science Teaching, London: The Chaucer Press Ltd.

• S.E.C. (2002) 'Chemistry Leaving Certificate Examination 2008, Chief Examiner's Report', available:

<http://www.examinations.ie/archive/examiners_reports/cer_2002/LCEChemistry02.pdf> [accessed 10 Feb 2010].

•

• S.E.C. (2005) 'Chemistry Leaving Certificate Examination 2005, Chief Examiner's Report', available:

<http://www.examinations.ie/archive/examiners_reports/cer_2005/LC_Chemistry.pdf> [accessed 10 Feb 2010].

• Shayer, M., Ginsburg, D. and Coe, R. (2007) 'Thirty year on- a large anti-Flynn effect? The Piagetian test volume and heaviness norms 1975-2003', British Journal of Educational Psychology, 77, 25-41.

• Stamovlasis, D. and Tsaparlis, G. (2000) 'Non-linear analysis of the effect of Working Memory Capacity on Organic Synthesis Problem Solving', Chemistry Education Research and Practice, 1(3), 375-380.


http://www.examinations.ie/archive/examiners_reports/cer_2002/LCEChemistry02.pdf

http://www.examinations.ie/archive/examiners_reports/cer_2005/LC_Chemistry.pdf

Thank you for your attention


Second Level Education in Ireland

• Leaving Certificate Examination – determines entry to third level courses.

• Choice of Five Science Subjects:

• Biology

• Physics

• Chemistry

• Agricultural Science

• Physics & Chemistry

• Mathematics is compulsory.

• Second Level-Senior Cycle: Two Year Programme.

• Choice of two levels: Higher Level & Ordinary Level.


Cognitive Demand of Organic Chemistry

(Johnstone, 2006)

C2H5OH

This is at once the strength of our subject as an intellectual pursuit, and the

weakness of our subject when we try to teach it, or more importantly

when beginners try to learn it”

(Johnstone, 2000)


Cognitive Ability of the Learner

(http://wps.prenhall.com/wps/media/objects/983/1007353/F09.13.gif)


http://wps.prenhall.com/wps/media/objects/983/1007353/F09.13.gif

U.K. Percentage operating at the formal stage has decreased from

1976 – 2003. • 30% of learners at age 16 are at the early formal stage (2003). • 10% of learners at age 16 are at the late formal stage (2003).

(Shayer et al. 2007)

Ireland Percentage operating at the formal stage: • <10% of pupils at Junior Cycle in second

level. • < 20% of pupils at Senior Cycle in second

level. • < 40% of students at third level.

(Childs and Sheehan 2010)

Formal Operational Level


Applying Piaget’s Cognitive Model to

Organic Chemistry

Curriculum Analysis Taxonomy of O-Level content

(Shayer & Adey,1981)

Late Concrete Early Formal Late Formal

Names of simple

compounds.

Physical properties.

Classification of a few

simple families in terms of

their common functional

group.

Absence of the simpler

‘rules’ of ionic chemistry

(e.g. Redox reactions)

gives rise to confusion.

Reactions between compounds, and

deductive / explanatory model of the

properties of compounds in terms of their

functional groups and 3D structure.

Appreciates that there is a system of

possible integration between different

families of compounds and can begin to

store knowledge of system.


Significant Findings: Part A, Student attitudes

Total studied chemistry: 62 (51.2%).

• 55 (45.5%) male

• 62 (51%) were female.

55 (45.5%) – Higher Level.

7 (5.8%) - Ordinary level.


Teaching aproaches


Types of assessment


Areas of Difficulty (1)

1. Structural formulae:


2. Distinguishing Functional groups:

Aldehydes v Ketones v Alcohols

(R1=R2, R1≠R2)

3. Characteristics of organic compounds: • Electronegativity

• Polarity

• Intermolecular forces



4. Reaction types, mechanisms and synthesis: • Recognition of nucleophiles and electrophiles.

• Use of arrows to show electron transfer.

• Drawing intermediate and final compounds.

5. Laboratory Work: • Unable to name / draw compounds that were used /

synthesised in the laboratory.

• Lack of equipment, poor facilities, limited time.



a preliminary investigation of irish students ... · -preparation of organic compounds -reactions...

Documents