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Chemistry Teacher International
The difficulties students face with organic reaction mechanisms have been the subject of much research in chemical education however, no concept inventory has been reported in this area. The development of a concept inventory would be useful for the large-scale assessment of students’ understanding of concepts pertinent to developing proficiency in reaction mechanisms. The first step in the design of such an inventory is identifying the pertinent concepts. In phase 1 of this study, open-ended interviews were carried out with organic chemistry instructors (N = 11) in order to ascertain their opinions on pertinent concepts for developing proficiency in reaction mechanisms. Phase 2 of the study consisted of a national survey of organic chemistry instructors (N = 183) to explore the general consensus regarding the concepts identified in phase 1. The results yielded 10 concepts identified by experts to be pertinent to reaction mechanisms. The general consensus among organic chemistry ins...
A bibliometric evaluation of organic chemistry research in India
Organic chemistry as a research area contributes to more than one percent of world publication output. The present paper attempts to draw a detailed, in-depth bibliometric analysis of organic chemistry research activity during the last decade (2004 to 2013) with special emphasis on the Indian contribution. The Indian output is compared with that of world's leading countries using exergy, an indicator which combines quantity and quality of publications. A three-dimensional approach combining quantity, quality and consistency is used for analysing the performance of various institutions and authors. It is found that organic chemistry research activity in India during 2004-2013 is equal to the world average and its growth pattern is positive and similar to the worldwide research growth. India ranks at the 9th position based on the Exergy(X), the performance indicator while USA, Germany and China occupy first, second and third positions.Among others, the most productive organisations and authors are also identified using h-index and z-index. The paper identifies countries, international organisations and journals that cite the Indian contributions in the field.
What Students Say About Senior High School Organic Chemistry
INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION, 2017
West African Examination Council’s (WAEC) Chief Examiners for chemistry have observed that most Senior High School students exhibit poor mastery of concepts in organic chemistry. The Chief Examiners recommended that chemistry teachers start teaching organic chemistry early and give more practice questions to students. In order understand the challenges students have, regarding the organic chemistry, the study aimed at finding out what students say about teaching and learning organic chemistry in Senior High Schools in Ghana. The survey employed a mixed methods approach to seek the views of students on the organic chemistry aspect of the Senior High School chemistry syllabus. The population for the study was 348 students. The students were, science and mathematics students at Foso College of education, level 100 students at the faculty of Science and the Department of Science and Mathematics Education at University of Cape Coast and students attending remedial classes at Secondi/Takoradi Metropolis. The sample consisted of 32 remedial students at Secondi/Takoradi Metropolis, 132 Mathematics and Science students at Foso College of Education, Assin Foso, and 71 level 100 students in the faculty of Science and the Department of Science and Mathematics Education of University of Cape Coast. Two instruments were used to collect data from the sample. The instruments were a focus group interview schedule, which was used to collect qualitative data, and a Senior High School Organic Chemistry Perception Assessment Tool. The students said, though they have a negative perception about organic chemistry aspect of the Senior High School chemistry syllabus, organic chemistry does not make them nervous nor bored, because they find organic chemistry interesting. They are also said they want to study organic chemistry, and even do it on their own, not for the reason of passing exams but for life. However, teachers’ ill affinity towards organic chemistry seriously affected their understanding of organic chemistry. Chemistry teachers would have to understand organic chemistry and see the organic chemistry aspect of the Senior High School chemistry syllabus as an essential component of chemistry education, if they want their students to learn organic chemistry with ease.
What can we do about ‘Parker’? A case study of a good student who didn't ‘get’ organic chemistry
Chemistry Education Research and Practice, 2008
This paper is based on a qualitative study of seven students enrolled in a two-semester organic chemistry course for chemistry and chemical engineering majors that focused on the reasoning the students had used to answer questions on the course exams. Narrative analysis was applied to create case records for each participant that were then subjected to a cross-case analysis of similarities and differences among the participants. The data were found to be consistent with a theoretical framework that differentiates between instrumental and relational learning. The intense speed with which material was covered and the complexity of the material was found to drive even those students who valued a relational understanding towards functioning as instrumental learners. Particular attention is paid to one participant in the study, Parker, who had been a successful chemistry major until he entered the second year organic course.
The study sought to improve Senior High School students’ performance in organic chemistry using laboratory activity based method. Four (4) teachers and Sixty nine (69) final year students (candidates) of Nungua Senior High School and Presbyterian Senior High School-Teshie in the Ledzokuku Krowor Municipal Assembly in Grater Accra region were purposively sampled for the study. The major objectives of the study were: to find out the effects of laboratory activity based instructions on the academic achievement in organic chemistry, to develop students’ interest in learning organic chemistry using laboratory activity based method and to raise the level of students’ performance in organic chemistry. The study was experimental in nature. Four research questions and one hypothesis was raised in the study. The instrument used for the study were pre-test and post-test, practical activities and questionnaire for both teachers and students. Data collected were analysed by applying t-test, mean, standard deviation, percentages using statistical package for social science (SPSS). The findings revealed that students exposed to frequent laboratory activities performed better than those exposed to traditional method of teaching only. The study recommends that chemistry teachers take students through a lot more practical activities. This will help them gain better understanding of the concept and improve their academic performance.
BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE), 2020
The study investigated if Predict-Explain-Observe-Explain (PEOE) Strategy and Vee Heuristic (VH) Strategy have the potentials to eliminate gender difference in students' achievement in organic chemistry in Ekiti State, Nigeria. The study adopted a pretest, posttest, control group, quasi-experimental research design. The instrument used for data collection was Organic Chemistry Achievement Test (OCAT). Kuder-Richardson (KR-21) formula was used to test internal consistency of OCAT which yielded a reliability value of 0.94. The target population of this study was 14,753 which was the population of Senor Secondary 2 students offering chemistry in study area. A sample of 308 students comprising 174 boys and 134 girls drawn from 9 schools within 9 Local Government Areas (LGA) out of 16 LGA in the Ekiti State, Nigeria selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings revealed that, there was no significant difference between the mean achievement of male and female students taught Organic Chemistry using PEOE strategy [F 1, 101 =.665, P>0.05]. The findings also revealed that, there was no significant difference between the mean achievement of male and female students taught Organic Chemistry using VH strategy [F 1, 98 =.420, P>0.050]. The authors recommended that since PEOE and VH strategies were found to be effective strategies for improving both male and female students' achievement than the use of discussion method; Chemistry teacher's trainee should be trained on the application of PEOE and VH strategies and serving teachers should employ it in teaching to enhance both male and female students' achievement.