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Beyond rote learning in organic chemistry: the infusion and impact of argumentation in tertiary education

Abstract:

There exists bias among students that learning organic chemistry topics requires rote learning. In this paper, we address such bias through an organic chemistry activity designed to promote argumentation. We investigated how pre-service science teachers engage in an argumentation about conformational analysis. Analysis of the outcomes concentrated on (a) pre-service teachers’ understanding of conformations of alkanes (b) the nature of the pre-service teachers’ discourse; (c) the quality of pr...

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Publication status:
Published
Peer review status:
Peer reviewed

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Institution:
University of Oxford
Oxford college:
St Cross College
Role:
Author
Publisher:
Taylor and Francis
Journal:
International Journal of Science Education More from this journal
Volume:
39
Issue:
9
Pages:
1154-1172
Publication date:
2017-05-04
Acceptance date:
2017-04-12
DOI:
EISSN:
1464-5289
ISSN:
0950-0693
Keywords:
Pubs id:
pubs:695692
UUID:
uuid:239c11a5-bcdc-46a6-b4c5-7842a7da0292
Local pid:
pubs:695692
Source identifiers:
695692
Deposit date:
2017-08-12

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