Organic chemistry is a complicated and diverse subject. One of the significant challenges to both teaching and learning organic chemistry is that more complexity is added throughout the semester while building upon the fundamentals covered early in the class. Without mastery of initial core concepts, success in an organic chemistry course is unlikely. Research in cognitive psychology suggests that distributing practice increases long term retention for a variety of subjects, while research in chemical education suggests active learning is the best mechanism for achieving desired learning outcomes. Active learning in the form of class-time worked problem sets is traditionally implemented on a weekly or intermittent schedule. This study compares a more typical schedule to a more distributed implementation of in-class worked problems in two thirty-student sections of first semester organic chemistry. Both sections are given the same amount of time for identical problem sets, but one in a single weekly session versus shorter daily sessions in the other section. All problem sets, quizzes, and exams are co-written by both instructors and all instructional materials are shared via the learning management system. Learning outcomes will be evaluated based on course exam and quiz performance in the first semester as well as the first review quiz in the second semester. Student percentile scores on the nationally normed ACS 2017 Organic Chemistry Exam after both semesters are complete also will be assessed.

Teaching using distributed active learning for long-term retention in the organic chemistry lecture

2019 Spring National Meeting

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