Benefits of Using a Problem-Solving Scaffold for Teaching and Learning Synthesis in Undergraduate Organic Chemistry I

Authors

Joseph C. Sloop, Georgia Gwinnett CollegeFollow
Mai Yin Tsoi, Georgia Gwinnett CollegeFollow
Patrick Coppock, Georgia Gwinnett CollegeFollow

Abstract

A problem-solving scaffold approach to synthesis was developed and implemented in two intervention sections of Chemistry 2211K (Organic Chemistry I) at Georgia Gwinnett College (GGC). A third section of Chemistry 2211K at GGC served as the control group for the experiment. Synthesis problems for chapter quizzes and the final examination were designed and administered to all sections participating in the experiment. Student solutions were graded according to a rubric designed to determine student use of the scaffold when solving synthesis problems. Analyses of the quiz results and the synthesis component of the final examination were conducted and intervention section students who employed the Synthesis Scaffold Approach were found to have higher mean scores on related graded events as compared to students who were not exposed to the Synthesis Scaffold Approach.

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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Sloop, Joseph C.; Tsoi, Mai Yin; and Coppock, Patrick (2016) "Benefits of Using a Problem-Solving Scaffold for Teaching and Learning Synthesis in Undergraduate Organic Chemistry I," International Journal for the Scholarship of Teaching and Learning: Vol. 10: No. 1, Article 8.
Available at: https://doi.org/10.20429/ijsotl.2016.100108