Type and Frequency of Errors Student Make While Solving Organic Chemistry Mechanisms Guo, Eunice
This report is an exploratory study of students learning from their own mistakes through an instructional technique using carbonless copy paper (CCP). The main purpose of this report is to present and discuss the findings of the most common conceptual errors that students make in second-year organic chemistry questions. Some of the more frequently appearing errors were due to misconceptions in the role of acid catalysis, formal charges on intermediates, and determining the correct mechanisms under specific conditions. A secondary purpose of this study is to present a preliminary analysis of patterns of student’s progress across multiple organic chemistry problems. Findings from this research study will serve to provide data on students’ problem solving skills to inform future educational studies, curriculum designers, and instructional activity developers. Data from this study will also be utilized to formulate potential organic chemistry questions for an online prototype activity in hopes of helping students learn organic chemistry more effectively.
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Attribution 4.0 International