Peer Reviewed Title: Students' ways of understanding aromaticity and electrophilic aromatic substitution reactions

摘要: Studies in organic chemistry education focus mainly on increasing students' performance. from general reveal that performance is not a good indicator of conceptual understanding. In support, Bhattacharyya and Bodner (2005) graduate students can produce correct answers to reaction mechanisms tasks without understanding the underlying concepts behind tasks. This dissertation uses constructs Harel's DNR-based instruction (1998, 2001, press [a]) categorize ways aromaticity electrophilic aromatic substitution reactions. DNR refers three instructional principles: Duality Principle, Necessity Principle Repeated Reasoning Principle. Primarily, this study applies following integral Principle: thinking. The purpose three- fold. first identify reactions subsequently thinking are inferred by these second provide quantitative evidence beliefs (one category thinking) about learning chemistry. third show how we help develop more desirable aromaticity. First, several were identified semi- structured interviews conducted with 12 undergraduate- level students. Three understanding: 1) non-referential symbolic reasoning, 2) use terminology, 3) Second, results 46-Item Likert Scale survey provided empirical support claim have tendency towards memorization when Third, demonstrated potential for developing scientific through teaching interview sessions where problem designed perturb existing