Evaluating electrophile and nucleophile understanding: a large-scale study of learners’ explanations of reaction mechanisms

Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment

(2022) Field M. Watts et al.   Chemistry Education Research and Practice

A Deep Look into Designing a Task and Coding Scheme through the Lens of Causal Mechanistic Reasoning

(2022) Keenan Noyes et al.   JOURNAL OF CHEMICAL EDUCATION

Impact of Assessment Emphasis on Organic Chemistry Students’ Explanations for an Alkene Addition Reaction

(2022) Kimberly S. DeGlopper et al.   JOURNAL OF CHEMICAL EDUCATION

Mechanistic Reasoning in Organic Chemistry: A Scoping Review of How Students Describe and Explain Mechanisms in the Chemistry Education Research Literature

(2022) Amber J. Dood et al.   JOURNAL OF CHEMICAL EDUCATION

Assessment Tools in Context: Results from a National Survey of Postsecondary Chemistry Faculty

(2022) Rebecca E. Gibbons et al.   JOURNAL OF CHEMICAL EDUCATION

Generalized rubric for level of explanation sophistication for nucleophiles in organic chemistry reaction mechanisms

(2022) Brandon J. Yik et al.   Chemistry Education Research and Practice

Patterns of reasoning – exploring the interplay of students’ work with a scaffold and their conceptual knowledge in organic chemistry

(2022) David Kranz et al.   Chemistry Education Research and Practice

Bridging the Divide Between Chemistry Educators and Chemistry Education Researchers

(2022) Ryan Johnson   Journal of Chemical Education

Students’ Strategies, Struggles, and Successes with Mechanism Problem Solving in Organic Chemistry: A Scoping Review of the Research Literature

(2022) Amber J. Dood et al.   Journal of Chemical Education

Investigating students’ argumentation when judging the plausibility of alternative reaction pathways in organic chemistry

(2021) Leonie Lieber et al.   Chemistry Education Research and Practice

Arrows on the Page Are Not a Good Gauge: Evidence for the Importance of Causal Mechanistic Explanations about Nucleophilic Substitution in Organic Chemistry

(2020) Olivia M. Crandell et al.   JOURNAL OF CHEMICAL EDUCATION

Development of the Reaction Coordinate Diagram Inventory: Measuring Student Thinking and Confidence

(2020) Molly B. Atkinson et al.   JOURNAL OF CHEMICAL EDUCATION

Using the Research Literature to Develop an Adaptive Intervention to Improve Student Explanations of an SN1 Reaction Mechanism

(2020) Amber J. Dood et al.   JOURNAL OF CHEMICAL EDUCATION

Impact of Maintaining Assessment Emphasis on Three-Dimensional Learning as Organic Chemistry Moved Online

(2020) Ryan L. Stowe et al.   JOURNAL OF CHEMICAL EDUCATION

Getting Past the Rules and to the WHY: Causal Mechanistic Arguments When Judging the Plausibility of Organic Reaction Mechanisms

(2019) Nicholas E. Bodé et al.   JOURNAL OF CHEMICAL EDUCATION

Development and evaluation of a Lewis acid–base tutorial for use in postsecondary organic chemistry courses

(2019) Amber J. Dood et al.   Canadian Journal of Chemistry

Robustness of statistical methods when measure is affected by ceiling and/or floor effect

(2019) Matúš Šimkovic et al.   PLoS One

Resolving the complexity of organic chemistry students' reasoning through the lens of a mechanistic framework

(2018) I. Caspari et al.   Chemistry Education Research and Practice

This mechanistic step is “productive”: organic chemistry students' backward-oriented reasoning

(2018) I. Caspari et al.   Chemistry Education Research and Practice

Using Lexical Analysis To Predict Lewis Acid–Base Model Use in Responses to an Acid–Base Proton-Transfer Reaction

(2018) Amber J. Dood et al.   JOURNAL OF CHEMICAL EDUCATION

Reasoning about Reactions in Organic Chemistry: Starting It in General Chemistry

(2018) Olivia M. Crandell et al.   JOURNAL OF CHEMICAL EDUCATION

Compromised Structures: Verbal Descriptions of Mechanism Diagrams

(2017) Gautam Bhattacharyya et al.   JOURNAL OF CHEMICAL EDUCATION

Practicing What We Preach: Assessing “Critical Thinking” in Organic Chemistry

(2017) Ryan L. Stowe et al.   JOURNAL OF CHEMICAL EDUCATION

Adapting Assessment Tasks To Support Three-Dimensional Learning

(2017) Sonia M. Underwood et al.   JOURNAL OF CHEMICAL EDUCATION

Organic chemistry students' fragmented ideas about the structure and function of nucleophiles and electrophiles: a concept map analysis

(2016) Mary E. Anzovino et al.   Chemistry Education Research and Practice

An epistemological inquiry into organic chemistry education: exploration of undergraduate students' conceptual understanding of functional groups

(2016) Nalan Akkuzu et al.   Chemistry Education Research and Practice

Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge

(2016) Katarina Putica et al.   Chemistry Education Research and Practice

Investigating Students’ Reasoning about Acid–Base Reactions

(2016) Melanie M. Cooper et al.   JOURNAL OF CHEMICAL EDUCATION

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

(2016) James T. Laverty et al.   PLoS One

Organic chemistry students' ideas about nucleophiles and electrophiles: the role of charges and mechanisms

(2015) Mary E. Anzovino et al.   Chemistry Education Research and Practice

The tip of the iceberg in organic chemistry classes: how do students deal with the invisible?

(2015) Nicole Graulich   Chemistry Education Research and Practice

Mental Rolodexing: Senior Chemistry Majors’ Understanding of Chemical and Physical Properties

(2015) Ryan S. DeFever et al.   JOURNAL OF CHEMICAL EDUCATION

Mechanisms before Reactions: A Mechanistic Approach to the Organic Chemistry Curriculum Based on Patterns of Electron Flow

(2015) Alison B. Flynn et al.   JOURNAL OF CHEMICAL EDUCATION

Why Ask Why?

(2015) Melanie M. Cooper   JOURNAL OF CHEMICAL EDUCATION

Trials and tribulations: student approaches and difficulties with proposing mechanisms using the electron-pushing formalism

(2014) Gautam Bhattacharyya   Chemistry Education Research and Practice

Students' understanding of alkyl halide reactions in undergraduate organic chemistry

(2014) Daniel Cruz-Ramírez de Arellano et al.   Chemistry Education Research and Practice

Rethinking chemistry: a learning progression on chemical thinking

(2013) Hannah Sevian et al.   Chemistry Education Research and Practice

When Atoms Want

(2013) Vicente Talanquer   JOURNAL OF CHEMICAL EDUCATION

Does Mechanistic Thinking Improve Student Success in Organic Chemistry?

(2012) Nathaniel P. Grove et al.   JOURNAL OF CHEMICAL EDUCATION

Decorating with Arrows: Toward the Development of Representational Competence in Organic Chemistry

(2012) Nathaniel P. Grove et al.   JOURNAL OF CHEMICAL EDUCATION

What happens when representations fail to represent? Graduate students’ mental models of organic chemistry diagrams

(2010) Amanda M. Strickland et al.   Chemistry Education Research and Practice

Reasonable reasoning: multi-variate problem-solving in organic chemistry

(2010) Adam Kraft et al.   Chemistry Education Research and Practice

Making sense of the arrow-pushing formalism among chemistry majors enrolled in organic chemistry

(2008) Robert Ferguson et al.   Chemistry Education Research and Practice

What can we do about ‘Parker’? A case study of a good student who didn't ‘get’ organic chemistry

(2008) Trisha L. Anderson et al.   Chemistry Education Research and Practice