Training teaching assistants (TAs) to teach spectroscopy is challenging due to the variability in their prior preparation combined with the difficulty of explaining a topic that is complex and that requires the use of multiple chemical concepts in order to produce correct responses. However, if TAs are encouraged to consider their teaching strategies ahead of time and are asked to review the outcomes of student work, they can be prompted to go beyond content knowledge into the application of consistent strategies to guide students to the successful elucidation of spectra. This study reflects on how an augmented reality NMR app was used to train TAs to teach NMR spectroscopy. H NMR MoleculAR is an augmented reality application designed to be used in the organic chemistry II laboratory to teach about spectral interpretation and concepts related to proton NMR spectroscopy. A worksheet complements the application to guide students through reasoning with concepts such as electronegativity and proton equivalence to an understanding of the number, integration, multiplicity and chemical shift of signals. The TA training was conducted as a semi-structured interview. During the first phase, we investigated how each TA planned to teach NMR during the lab. During the second phase TAs were exposed to the H NMR MoleculAR activity. During the third phase, TAs were provided with examples of incorrect student responses and asked to describe how they would support students in arriving at the correct answer. The interviews were coded to identify the strategies that emerged. This talk will present preliminary findings from the TA interviews, as well as discuss the development of the application, student user experience, and laboratory observations.

Exploring the development of organic chemistry teaching assistants’ emerging pedagogical strategies to teach NMR via an augmented reality App (H NMR MoleculAR)

ACS Spring Meeting 2021

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