Exploring Post-Secondary Chemistry Instructors' Knowledge for Teaching [superscript 1]H NMR Spectroscopy
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| Title: | Exploring Post-Secondary Chemistry Instructors' Knowledge for Teaching [superscript 1]H NMR Spectroscopy |
|---|---|
| Language: | English |
| Authors: | Rebecca C. Fantone (ORCID |
| Source: | Chemistry Education Research and Practice. 2024 25(4):976-995. |
| Availability: | Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | College Faculty, Teacher Attitudes, Chemistry, Science Teachers, Undergraduate Study, Pedagogical Content Knowledge, Science Instruction, Teaching Assistants, Teaching Methods, Teacher Characteristics |
| DOI: | 10.1039/D4RP00003J |
| ISSN: | 1756-1108 |
| Abstract: | Proton nuclear magnetic resonance ([superscript 1]H NMR) spectroscopy is an essential characterization tool for organic chemists widely taught in the undergraduate chemistry curricula. Previous work has focused on how students advance from novice to expert in interpreting [superscript 1]H NMR spectra. However, we need to know more about how [superscript 1]H NMR spectroscopy is taught within undergraduate curricula. We sought to characterize instructors' topic-specific pedagogical content knowledge (PCK) for teaching [superscript 1]H NMR spectroscopy as a starting point to investigate how [superscript 1]H NMR spectroscopy is taught. Participants from multiple institutions--six teaching assistants, six novice instructors, and three experienced instructors--collaboratively completed content representations (CoRes) in focus groups. Through qualitative analysis of interview transcripts and CoRes, we characterized instructors' topic-specific PCK in [superscript 1]H NMR spectral interpretation. Analysis of instructors' responses and collective PCK elucidates the role that teaching context, experience, and disciplinary background may contribute to the character of PCK. Implications of this work include the need for research on the integration of explicit learning objectives and teaching strategies for representational competence and skills, understanding and supporting student affective experiences when learning NMR, and instructional contexts that increase autonomy in learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440625 |
| Database: | ERIC |
| Abstract: | Proton nuclear magnetic resonance ([superscript 1]H NMR) spectroscopy is an essential characterization tool for organic chemists widely taught in the undergraduate chemistry curricula. Previous work has focused on how students advance from novice to expert in interpreting [superscript 1]H NMR spectra. However, we need to know more about how [superscript 1]H NMR spectroscopy is taught within undergraduate curricula. We sought to characterize instructors' topic-specific pedagogical content knowledge (PCK) for teaching [superscript 1]H NMR spectroscopy as a starting point to investigate how [superscript 1]H NMR spectroscopy is taught. Participants from multiple institutions--six teaching assistants, six novice instructors, and three experienced instructors--collaboratively completed content representations (CoRes) in focus groups. Through qualitative analysis of interview transcripts and CoRes, we characterized instructors' topic-specific PCK in [superscript 1]H NMR spectral interpretation. Analysis of instructors' responses and collective PCK elucidates the role that teaching context, experience, and disciplinary background may contribute to the character of PCK. Implications of this work include the need for research on the integration of explicit learning objectives and teaching strategies for representational competence and skills, understanding and supporting student affective experiences when learning NMR, and instructional contexts that increase autonomy in learning. |
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| ISSN: | 1756-1108 |
| DOI: | 10.1039/D4RP00003J |
