Chemical Education Roundup, 7-22-12

Has it really been almost a year since I last published a roundup? Wow. I confess that I’ve been putting much more effort recently into another project, The Organometallic Reader. With BCCE 2012 coming on soon, it seems an appropriate time to start the roundup train going again. I can’t make it to BCCE this year, unfortunately, but the e-program looks fascinating. Follow my man Jeff Raker on Twitter for nods to talks he finds interesting.

So what’s new in the world of chemical education research? What are the cool jams? What is everybody up to? Here are some of my favorite papers over the past year, in no particular order.

On the theoretical side, all organic chemists should check out the hybrid orbital controversy that erupted in the pages of J. Chem. Educ. earlier this year. At issue is whether hybrid orbitals are “real” and whether they should be taught to general and organic chemistry undergraduates. Rebuttals to the original paper brilliantly come to the defense of hybrid orbitals. As an educator, I feel more confident teaching and discussing hybrid orbitals with students after reading this series.

I’ve been waiting on this one for a while: in April, Grove & Cooper’s article on representational competence while drawing organic reaction mechanisms was finally published. Although the papers’ results left me wanting more, the authors’ conclusions will resonate with any organic chemistry teacher. They found that many students avoid using mechanistic approaches to solving organic chemistry problems when mechanisms are not the direct goal, as in “predict-the-product” questions. However, among students who did draw mechanisms, a disturbing trend emerged: the proportion of students who drew nonsensical mechanisms containing cyclic electron flow actually increased with time! On the positive side, the most notable trend over time is a decrease in “nucleophile-attacks-nucleophile” and “electrophile-attacks-electrophile” mechanisms. Still, the (understandable) disrespect that students develop for physically correct mechanisms over time is staggering. Organic chemical educators must be relentless! Continue reading →