Perry’s Scheme of Intellectual and Epistemological Development as a framework for describing student difficulties in learning organic chemistry

We have investigated student difficulties with the learning of organic chemistry. Using Perry’s Model of Intellectual Development as a framework revealed that organic chemistry students who function as dualistic thinkers struggle with the complexity of the subject matter. Understanding substitution/...

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Bibliographic Details
Published inChem. Educ. Res. Pract Vol. 11; no. 3; pp. 27 - 211
Main Authors Grove, Nathaniel P, Bretz, Stacey Lowery
Format Journal Article
LanguageEnglish
Published Royal Society of Chemistry 01.01.2010
Subjects
Case Studies
College Students
Data Collection
Epistemology
Evaluation Methods
Florida
Intellectual Development
Introductory Courses
Learning Problems
Organic Chemistry
Science Education
Scientific Concepts
Spiral Curriculum
Student Attitudes
Undergraduate Students
United States
Universities
Florida
United States
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ISSN1109-4028
1756-1108
1109-4028
1756-1108
DOI10.1039/C005469K

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Summary:We have investigated student difficulties with the learning of organic chemistry. Using Perry’s Model of Intellectual Development as a framework revealed that organic chemistry students who function as dualistic thinkers struggle with the complexity of the subject matter. Understanding substitution/elimination reactions and multi-step syntheses is consistent with subsequent epistemological development to Perry’s multiplistic and relativistic stages.
ISSN:1109-4028
1756-1108
1109-4028
1756-1108
DOI:10.1039/C005469K