Characterization of First-Semester Organic Chemistry Peer-Led Team Learning and Cyber Peer-Led Team Learning Students’ Use and Explanation of Electron-Pushing Formalism
-
Sarah Beth Wilson [1] ; Pratibha Varma-Nelson [2]
-
[1] University of Evansville
University of Evansville
Township of Pigeon, Estados Unidos
-
[2] Indiana University−Purdue University Indianapolis (IUPUI), United States
-
- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 1, 2019, págs. 25-34
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
The purpose of this parallel convergent mixed methods study was to characterize organic chemistry students’ expression of electron-pushing formalism skills who had participated in peer-led team learning (PLTL) and cyber peer-led team learning (cPLTL), a synchronous online version of peer-led team learning (PLTL) workshops. A new electron-pushing formalism analytic framework was developed from a review of the literature in addition to analysis of students’ interview artifacts, using a constant-comparison process. Utilization of this new electron-pushing formalism analytic framework for coding student interview artifacts revealed that cPLTL students were significantly less likely to successfully draw the product suggested by the curved arrows than their PLTL classmates. Implications for instructors are suggested, including encouraging students to verbally explain their rationale while drawing mechanisms as well as optimizing graphical collaborative learning activities for online learners.
