Synthesis-type problems are among the greatest challenges in organic chemistry courses; even students with strong content knowledge can fail to propose a plausible synthesis of a given target molecule without well-defined strategies. The goal of our research is therefore to improve current practices in how synthetic problem solving skills are taught to novices, so that they are better capable of applying course material to synthetic problems in a meaningful fashion, and satisfying learning outcomes related to metacognitive and strategic knowledge.1 We offered three separate workshops to Organic Chemistry II students, which guided students through synthetic problem solving activities in three formats: (1) Synthon–based retrosynthetic analysis; (2) Mapping-type analysis, in which the solver identified the atoms of a given starting material within a given target to identify bonds that were formed/broken and subsequently identify associated reactions;2 and (3) Reactions-based analysis, in which students worked to identify plausible disconnections and appropriate reactions, similar to how synthesis is often explained in textbooks. Each workshop was conducted using a group active learning format, a decision we based on social constructivist theories of learning, and the benefits observed after implementing this format in a broad variety of flipped classrooms.3 We investigated the following research questions: RQ1: What differences in the use of strategies/degree of success might be observed in students’ responses to synthesis-type problems following the workshops? RQ2: What differences in metacognitive skillfulness and attitudes toward chemistry might be observed following the workshops? Data sources included: a pre-test, observation (using COPUS),4 post-test, MCAI,5 and ASCI(v2).6 Findings and implications for instruction will be presented.

Teaching for success in solving organic synthesis problems

253rd National Meeting (2017)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.