Difficulties with Organic Chemistry at Third Level - Perspectives of Irish students and lecturers

Transcription

1 1 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. 4 th Eurovariety in Chemistry Education Conference September 1st - 3rd 2011

2 2 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.

3 Identification of the difficulties in Organic Chemistry at 2 nd & 3 rd Level in Ireland. Oct Mar 2011 Understanding the reasons why Organic Chemistry is difficult. Jan Jan 2011 Design & Development of an Organic Chemistry Intervention Programme. Feb Aug 2011 Implementation of the Organic Chemistry Intervention Programme. Sept Dec 2011 Evaluation of the Organic Chemistry Intervention Programme. 2012

4 4 Third Level Students ( ) Third Level Lecturers (2011) Novices Areas of Difficulty Experts Second Level Pupils (2010) Second Level Teachers (2010)

5 5 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?

6 6 Participation in Second Level Chemistry

7 7 Why is Chemistry difficult?

8 8 Previous Studies Johnstone (1981) A Level Bojezuk (1982) A Level Ratcliffe (2002) A Level Childs & Sheehan (2009) 2 nd and 3 rd 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)

9 9 Methodology (1) Student Questionnaire Design Part A - Science & Mathematical background of students. - Students attitudes towards Organic Chemistry Part B Diagnostic Test 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.

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11 11 Student Questionnaire Distribution 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 % Females %

12 12 Methodology (2) Lecturer Questionnaire Design Three-Page Questionnaire. Resources and teaching approaches used. Challenges of teaching Organic Chemistry. Perceptions of their students attitudes towards Organic Chemistry.

13 13 Lecturer Questionnaire Distribution Distributed by in February 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.

14 Student Questionnaire Significant Findings: 14 Part A, Student Background Second Level Science Subjects Second Level Mathematics: Higher Level: 51 (42.1%) Ordinary Level: 60 (49.6%) 62 (52.1%) n=121

15 Significant Findings: 15 Part A, Student attitudes n=121 Mean General Trend Drawing Organic Compounds. 2.5 Easy Naming Organic Compounds Neutral Isomerisation Neutral Classification of Organic Compounds 2.88 Neutral (according to functional group) Characteristics of Organic Compounds 3.40 Neutral (physical properties e.g. polarity, solubility) Aliphatic compounds Neutral Aromatic compounds Neutral Organic Reaction Types (e.g. addition, 3.44 Difficult substitution etc.) Organic Reaction Mechanisms Difficult Organic Synthesis (e.g. A B C) 3.75 Difficult Laboratory work Neutral

16 Significant Findings: 16 Part B, Diagnostic Test n=121 Question Topic Attempt (%) Average Score: 34% No Attempt (%) Failure Rate: 79 (66.1%) Average score (%) 1 Drawing Organic species 3 Electron Density Nomenclature Classification Isomerism Shape & Structure Mechanism Mark Order

17 Factors influencing students average score in the Diagnostic Test (p<0.05) 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. 17

18 18 Lecturer Questionnaire 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 for 2 (10%) of the lecturers.

19 Factors affecting Teaching & Learning E.g. Teaching Resources used 19 9 (45%) - encouraged students to buy molecular model kits.

20 20 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 2.65 Neutral compounds 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 Neutral Laboratory Work 2.15 Easy

21 21 Lecturers perceptions of students attitudes Mean General Trend Organic Chemistry is interesting Agree Enjoy learning Organic Chemistry Agree Organic Chemistry is easy to understand and learn Disagree Top 5 most difficult topics

22 22 Comparison of Findings Teaching & Learning Easy to teach Easy to learn Difficult to teach Drawing organic compounds Drawing organic compounds Organic natural products Difficult to learn Reaction types Naming organic compounds Classification of organic compounds Reaction mechanism Organic synthesis Reaction mechanism Organic synthesis

23 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) 23 Topics that students find most difficult to learn (n=121) Organic Mechanisms 1 st 1 st 2 nd Organic natural products 2 nd Organic Synthesis 3 rd 1 st Instrumentation 4 th Organic Reactions 5 th 3 rd 3 rd Structure and shape 2 nd Nomenclature 4 th 5 th Functional Groups 5 th Characteristics (physical properties) 4 th

24 24 Conclusion (1) Main Areas of Difficulty 1. Structural Formulae. 2. Distinguishing Functional groups. 3. Characteristics of Organic compounds. 4. Reaction Types & Reaction Mechanisms.

25 25 Conclusion (2) 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? We have been busy changing the menu in the ship s restaurant while the ship has been sinking. (Johnstone, 2010)

26 Identification of the difficulties in Organic Chemistry at 2 nd & 3 rd Level in Ireland. Oct Mar 2011 Understanding the reasons why Organic Chemistry is difficult. Jan Jan 2011 Design & Development of an Organic Chemistry Intervention Programme. Feb Aug 2011 Implementation of the Organic Chemistry Intervention Programme. Sept Dec 2011 Evaluation of the Organic Chemistry Intervention Programme. 2012

27 27 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.

28 28 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), Childs, P. E. (2009) 'Improving chemical education: turning research into effective practice', Chemistry Education Research and Practice, 10(3), Childs, P. E. and Sheehan, M. (2009) 'What's difficult about chemistry? An Irish perspective', Chemistry Education Research and Practice, 10, 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: 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, 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), Johnstone, A. H. (1991) 'Why is science difficult to learn? Things are seldom what they seem', Journal of Computer Assisted Learning, 7, Johnstone, A. H. (2000) 'Chemical Education Research: Where from here?', University Chemistry Education, 4(1), Johnstone, A. H. (2006) 'Chemical Education Research in Glasgow in perspective', Chemistry Education Research and Practice, 7(2), Kellet, N. C. and Johnstone, A. H. (1980) 'Learning difficulties in school science - towards a working hypothesis ', European Journal of Science Education, 2, Piaget, J. (1964) 'Part I: Cognitive development in children: Piaget development and learning', Journal of Research in Science Teaching, 2(3), Ratcliffe, M. (2002) 'What's difficult about A-level Chemistry?', Education in Chemistry, 39(3), Reid, N. (2008) 'A Scientific Approach to the Teaching of Chemistry', Chemistry Education Research and Practice, 9, 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: < [accessed 10 Feb 2010]. S.E.C. (2005) 'Chemistry Leaving Certificate Examination 2005, Chief Examiner's Report', available: < [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 ', British Journal of Educational Psychology, 77, 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),

29 29 Thank you for your attention

30 30 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.

31 31 Cognitive Demand of Organic Chemistry 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) C 2 H 5 OH (Johnstone, 2006)

32 32 Cognitive Ability of the Learner (

33 33 Formal Operational Level U.K. Percentage operating at the formal stage has decreased from % 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)

34 34 Applying Piaget s Cognitive Model to Organic Chemistry Curriculum Analysis Taxonomy of O-Level content 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. Reactions between compounds, and deductive / explanatory model of the properties of compounds in terms of their functional groups and 3D structure. Absence of the simpler rules of ionic chemistry (e.g. Redox reactions) gives rise to confusion. Appreciates that there is a system of possible integration between different families of compounds and can begin to store knowledge of system. (Shayer & Adey,1981)

35 Significant Findings: Total studied chemistry: 62 (51.2%). 55 (45.5%) male 62 (51%) were female. 55 (45.5%) Higher Level. 7 (5.8%) - Ordinary level. 35 Part A, Student attitudes

36 36 Teaching aproaches

37 37 Types of assessment

38 38 Areas of Difficulty (1) 1. Structural formulae:

39 39 Areas of Difficulty (2) 2. Distinguishing Functional groups: Aldehydes v Ketones v Alcohols (R 1 =R 2, R 1 R 2 ) 3. Characteristics of organic compounds: Electronegativity Polarity Intermolecular forces

40 40 Areas of Difficulty (3) 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.