P728: Assessment of student understanding in the undergraduate organic chemistry teaching laboratory

Author: John L. Grutsch, Purdue University, USA

Co-Author: George M. Bodner, Purdue University, USA

Date: 8/6/14

Time: 11:30 AM11:50 AM

Room: MAK BLL 126

Related Symposium: S53

A research study designed to probe student learning that occurs in the organic chemistry laboratory can provide insights into assessment of student learning at a deep, conceptual level. This paper will focus on the implications this study provides for assessing the conceptual learning of aspects of organic chemistry, with particular emphasis on students’ mechanistic understanding. The results of the study will be organized in terms of three general categories: mechanistic understanding, partial mechanistic understanding, and lack of mechanistic understanding. Each of these categories will be divided into two subcategories depending on whether the students’ answers did or did not contain incorrect statements.

P600: POE demonstrations

Author: George M. Bodner, Purdue University, USA


Date: 8/5/14

Time: 2:25 PM2:45 PM

Room: MAK BLL 126

Related Symposium: S47

More than 30 years ago, the author led efforts to create a Purdue University Lecture Demonstration Handbook that is now in its 9th edition. The goal was to collect the various demonstrations individual members of our faculty were using in a single volume that could be distributed among the faculty to increase both awareness of what could be done and the frequency with which demonstrations were done. In its present form, the handbook lists more than 250 demonstrations, many of which have filmed and made available through the author’s website. There is no doubt that many of the demonstrations are designed to have a primary effect on students’ attitude toward the course, e.g., on the affective domain. This paper, however, will discuss examples of demonstrations that are based on the Predict, Observe, Explain (POE) model proposed by White and Gunstone in Probing Understanding, which was published in 1992 by the Falmer Press. These demonstrations and the POE approach to instruction are potentially effective ways to facilitate the development of conceptual understanding of what have been called threshold concepts, the concepts upon which a conceptual understanding of chemistry can be built.