Acid鈥揃ase Learning Outcomes for Students in an Introductory Organic Chemistry Course

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• 作者：Carlee Stoyanovich ; Aneri Gandhi ; Alison B. Flynn
• 刊名：Journal of Chemical Education
• 出版年：2015
• 出版时间：February 10, 2015
• 年：2015
• 卷：92
• 期：2
• 页码：220-229
• 全文大小：598K
• ISSN：1938-1328

文摘

An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid鈥揵ase knowledge and skills are particularly essential for success. For example, Br酶nsted acid鈥揵ase knowledge and skills are required in greater than 85% of the more complex organic and biochemical reactions we analyzed in this study. Despite the importance of mastering acid鈥揵ase concepts and skills, the literature describes many related student difficulties. We identified essential learning outcomes (LOs) in organic acid鈥揵ase chemistry by (1) analyzing more complex organic reactions to identify the acid鈥揵ase-related skills and knowledge that students would need to successfully analyze those reactions and (2) analyzing textbooks鈥?explanations and coverage of acid鈥揵ase chemistry. We constructed the learning outcomes using the Structure of Observed Learning Outcomes (SOLO) and modified Bloom taxonomies, as well as SMART (specific, measurable, achievable, relevant, and time-bounded) goal-setting principles. We explicitly aligned our courses鈥?learning activities and assessments with those intended learning outcomes, both in the initial introduction of acid鈥揵ase chemistry and as we analyze more complex reactions. To clearly communicate these LOs to students and other educators, we described them in an educational graphic.