Journal article

Authors list: Graulich, N

Publication year: 2015

Pages: 9-21

Journal: Chemistry education research and practice

Volume number: 16

Issue number: 1

ISSN: 1109-4028

Open access status: Hybrid

DOI Link: https://doi.org/10.1039/C4RP00165F

Publisher: Royal Society of Chemistry (RSC)

Abstract: 

Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and their cognitive skills have shaped our understanding of college students' understanding in organic chemistry classes. This review provides an overview of research efforts focusing on student's perspectives and summarizes the main results and pending questions that may guide subsequent research activities.

Harvard Citation style: Graulich, N. (2015) The tip of the iceberg in organic chemistry classes : how do students deal with the invisible?, Chemistry education research and practice, 16(1), pp. 9-21. https://doi.org/10.1039/C4RP00165F

APA Citation style: Graulich, N. (2015). The tip of the iceberg in organic chemistry classes : how do students deal with the invisible?. Chemistry education research and practice. 16(1), 9-21. https://doi.org/10.1039/C4RP00165F