Most studies of student misconceptions in chemistry attempt to identify specific student misconceptions; little research has been done on how instructors perceive these misconceptions. Fewer studies have looked to compare how students and instructors respond to the same problems to compare their responses. We will report our preliminary findings on organic chemistry faculty perceptions of students misconceptions, and their alignment of responses to electrophilic aromatic substitution reactions with student responses.

Comparison of student and faculty responses to electrophilic aromatic substitution reaction problems

254th National Meeting (2017)

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