The Acquisition of Stereochemical Knowledge by Algerian Students Intending to Teach Physical Sciences

Autor/inn/en	Boukhechem, Mohamed-Salah; Dumon, Alain; Zouikri, Mohamed
Titel	The Acquisition of Stereochemical Knowledge by Algerian Students Intending to Teach Physical Sciences
Quelle	In: Chemistry Education Research and Practice, 12 (2011) 3, S.331-343 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C1RP90040D
Schlagwörter	Chemistry; Foreign Countries; Questionnaires; Scientific Concepts; Science Instruction; Physical Sciences; Concept Formation; Molecular Structure; Secondary School Science; Preservice Teachers; Knowledge Level; Algeria + Suchen Sie Ihr Suchwort? Chemie; Ausland; Fragebogen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Natural sciences; Naturwissenschaften; Naturwissenschaft; Concept learning; Begriffsbildung; Wissensbasis; Algerien
Abstract	In this work we evaluated the level of difficulty found in learning stereochemistry concepts, by students intending to teach physical sciences at the Ecole Normale Superieure (ENS) Kouba (Algeria). A paper and pencil questionnaire was administered to 170 students to evaluate: their familiarity with Newman representations; their ability of linking two representation modes (Cram and Newman) of two molecular structures; the students' capacity to identify from different structural representations (Newman and Cram) their stereo-isomerism relationships, and their competence in the use of rules to pass from one mode representation to another (Newman, Cram, Fischer). It was found that many students, despite an effort to use stereochemistry concepts in their approach (configuration, conformation, diasteriomer, enantiomer, observer position), encounter many difficulties in understanding these concepts. We conclude that the origin of these difficulties arises from a lack of integration of definitions and rules, a lack of mastery of techniques to place the observer, poor spatial awareness of structure, and a lack of rigor in the application of different representation conventions. (Contains 2 tables and 15 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10