Culturing reality: How organic chemistry graduate students develop into practitioners

Journal of Research in Science Teaching

Volumn 51, Issue 6, 2014, Pages 694-713

  Bhattacharyya, Gautam ^a,c   Bodner, George M ^b  

^a CLEMSON UNIVERSITY   (United States)

^b PURDUE UNIVERSITY   (United States)

^c MISSOURI STATE UNIVERSITY   (United States)

Author keywords

communities of practice (CoP); constructivism; ethnomethodology; graduate education; organic chemistry; organic synthesis; qualitative research; situated cognition

Indexed keywords

CURRICULA; SCAFFOLDS;

COMMUNITIES OF PRACTICE; CONSTRUCTIVISM; ETHNOMETHODOLOGY; GRADUATE EDUCATION; ORGANIC CHEMISTRY; ORGANIC SYNTHESIS; QUALITATIVE RESEARCH; SITUATED COGNITION;

STUDENTS;

EID: 84929247946     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.21157     Document Type: Article

References (60)

1. American Chemical Society, (2012). Advancing graduate education in the chemical sciences. Retrieved from: http://www.acs.org/content/dam/acsorg/about/ governance/acs-presidential-graduate-education-commission-full-report.pdf.
2. Anderson, T. L., &, Bodner, G. M., (2008). What can we do about Parker? A case study of a good student who didn't "get" organic chemistry. Chemistry Education Research and Practice, 9, 93-101.
3. Berson, J. A., (1999). Chemical creativity. New York: Wiley-VCH.
4. Bhattacharyya, G., (2006). Practitioner development in organic chemistry: How graduate students conceptualize organic acids. Chemistry Education Research and Practice, 7, 240-247. (Pubitemid 44643724)
5. Bhattacharyya, G., (2010). Chemistry for the 21st century: Bringing the "real world" into the chemistry lab. In, S. Basu-Dutt, (Ed.), Making chemistry relevant: Strategies to include all students in a learner-sensitive classroom environment. Hoboken, NJ: Wiley.
6. Bhattacharyya, G., &, Bodner, G. M., (2005). " It gets me to the product": How students propose organic mechanisms. Journal of Chemical Education, 82, 1402-1407. (Pubitemid 41226637)
7. Bhattacharyya, G., Mayorga, M., &, Melloy, B., (2012). Students' perceptions of "real-world" activities in the Industrial Engineering curriculum. Journal of Applications and Practice in Engineering Education, 3, 32-42.
8. Bodner, G. M., (1986). Constructivism-A theory of knowledge. Journal of Chemical Education, 63, 873-878.
9. Bodner, G. M., Klobuchar, M., &, Geelan, D., (2001). The many forms of constructivism. Journal of Chemical Education, 78, 1107-1134.
10. Bodner, G. M., &, Pribyl, J. R., (1987). Spatial ability and its role in organic chemistry: A study of four organic courses. Journal of Research in Science Teaching, 24, 229-240.
11. Bodner, G. M., &, Weaver, G., (2008). Research and practice in chemical education in advanced courses. Chemistry Education Research and Practice, 9, 81-83.
12. Boger, D. L., (1999). Modern organic synthesis: Lecture notes. San Diego, CA: TSRI Press.
13. Bowen, C., (1990). Representational systems used by graduate students while problem solving in organic synthesis. Journal of Research in Science Teaching, 27, 351-370.
14. Bowen, C., &, Bodner, G. M., (1991). Problem-solving processes used by graduate students while solving tasks in organic synthesis. International Journal of Science Education, 13, 143-158.
15. Brandt, D., (1992). The cognitive as the social: An ethnomethodological approach to writing process research. Written Communication, 9, 315-355.
16. Brown, J. S., Collins, A., &, Duguid, P., (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
17. Carey, S., &, Smith, C., (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28, 235-251.
18. Carter, C. S., LaRussa, M. A., &, Bodner, G. M., (1987). A study of two measures of spatial ability as predictors of success in different levels of general chemistry. Journal of Research in Science Teaching, 24, 645-657.
19. Cartrette, D., &, Bodner, G., (2010). Non-mathematical problem solving in organic chemistry. Journal of Research in Science Teaching, 47, 643-660.
20. Cartrette, D., &, Mayo, P., (2011). Students' understanding of acids/bases in organic chemistry contexts. Chemistry Education Research and Practice, 12, 29-39.
21. Christian, K., &, Talanquer, V., (2012). Modes of reasoning in self-initiated study groups in chemistry. Chemistry Education Research and Practice, 13, 286-295.
22. Cobb, P., (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23, 13-20.
23. Corey, E. J., &, Cheng, X., (1989). The logic of chemical synthesis. New York: John Wiley & Sons.
24. Duschl, R., &, Grandy, R., (2013). Two views about explicitly teaching nature of science. Science & Education, 22, 2109-2139.
25. Ely, M., (1991). Doing qualitative research: Circles within circles. London: Routledge.
26. Ferguson, R., &, Bodner, G. M., (2008). Making sense of the arrow-pushing formalism among chemistry majors enrolled in organic chemistry. Chemistry Education Research and Practice, 9, 102-113.
27. Grove, N., &, Bretz, S., (2010). Perry's Scheme of Intellectual and Epistemological Development as a framework for describing student difficulties in learning organic chemistry. Chemistry Education Research and Practice, 11, 207-211.
28. Grove, N., &, Bretz, S., (2012). A continuum of learning: From rote memorization to meaningful learning in organic chemistry. Chemistry Education Research and Practice, 13, 201-208.
29. Grove, N., Hershberger, S., &, Bretz, S., (2008). Impact of a spiral organic curriculum on student attrition and learning. Chemistry Education Research and Practice, 9, 157-162.
30. Henderleiter, J., Smart, R., Anderson, J., &, Elian, O., (2001). How do organic chemistry students understand and apply hydrogen bonding ? Journal of Chemical Education, 78, 1126-1130.
31. Jacobson, W., (1996). Learning, culture, and learning culture. Adult Education Quarterly, 47 (1), 15-28. (Pubitemid 126486762)
32. Klein, D., (2013). Organic chemistry. (2nd ed.). New York: John Wiley & Sons.
33. Kozma, R. B., Chin, E., Russell, J., &, Marx, N., (2000). The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning. The Journal of the Learning Sciences, 9 (2), 105-143.
34. Kraft, A., Strickland, A., &, Bhattacharyya, G., (2010). Reasonable reasoning: Multi-variate problem-solving in organic chemistry. Chemistry Education Research and Practice, 11, 281-292.
35. Leiter, K., (1980). A primer on ethnomethodology. New York: Oxford University Press.
36. Lewin, K., (1948). Resolving social conflicts. New York: Harper & Row.
37. Lincoln, Y. S., &, Guba, E. G., (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
38. Marton, F., (1981). Phenomenography-Describing conceptions of the world around us. Instructional Science, 10, 177-200.
39. May, M. E., &, Roberts, K., (2007). The elegant solution: Toyota's formula for mastering innovation. New York: Free Press.
40. McClary, L., &, Talanquer, V., (2011). College chemistry students' mental models of acids and acid strength. Journal of Research in Science Teaching, 48, 396-413.
41. Newcombe, N., &, Stieff, M., (2012). Six myths about spatial thinking. International Journal of Science Education, 34 (6), 955-971.
42. O'Neil, M. J., Heckelman, P. E., Koch, C. B., &, Roman, K. J., (2006). The Merck Index: An encyclopedia of chemicals, drugs, and biologicals. (14th ed.) Whitehouse Station, NJ: Merck & Co., Inc.
43. Patton, M. Q., (2002). Qualitative evaluation and research methods. (3rd ed.) Newbury Park, CA: Sage Publications.
44. Perry, W. G. Jr., (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart, & Winston.
45. Raker, J. R., &, Towns, M. H., (2012a). Problem types in synthetic organic chemistry research: Implications for the development of curricular problems for second year level organic chemistry instruction. Chemistry Education Research and Practice, 13, 179-185.
46. Raker, J. R., &, Towns, M. H., (2012b). Designing undergraduate-level organic chemistry instructional problems: Seven ideas from a problem-solving study of practicing synthetic organic chemists. Chemistry Education Research and Practice, 13, 277-285.
47. Rose, S. L., &, Calabrese Barton, A., (2012). Should Great Lakes City build a new power plant? How youth navigate socioscientific issues. Journal of Research in Science Teaching, 49 (5), 541-567.
48. Rushton, G. T., Hardy, R. C., Gwaltney, K. P., &, Lewis, S. E., (2008). Alternative conceptions of organic chemistry topics among fourth year chemistry students. Chemistry Education Research and Practice, 9, 122-130.
49. Samarapungavan, A., Westby, E., &, Bodner, G. M., (2006). Contextual epistemic development in science: A comparison of chemistry students and research chemists. Science Education, 90, 468-495. (Pubitemid 43735029)
50. Schön, D. A., (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
51. Schwab, J. J., (1969). The practical: A language for curriculum. The School Review, 78 (1), 1-23.
52. Seale, C., (1998). The quality of qualitative research. (pp. 61-70). Thousand Oaks, CA: Sage Publications.
53. Strauss, A., &, Corbin, J., (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
54. Strickland, A., Kraft, A., &, Bhattacharyya, G., (2010). What happens when representations fail to represent? Graduate students' interpretations of organic chemistry diagrams. Chemistry Education Research and Practice, 11, 293-301.
55. Strike, K. A., &, Posner, G. J., (1992). A revisionist theory of conceptual change. In, R. Duschl, &, R. Hamilton, (Eds.), Philosophy of science, cognitive psychology and educational theory and practice. (pp. 147-176). Albany, NY: State University of New York Press.
56. von Glasersfeld, E., (1989). Cognition, construction of knowledge, and teaching. Synthese, 80, 121-140.
57. Vygotsky, L. S., (1978). Mind in society: The development of higher psychological processes., M. Cole, V. Jon-Steiner, &, S. Scribner, (Eds.), Cambridge MA: Harvard University Press.
58. Vygotsky, L. S., (1997). Thought and language (Rev. ed.). Cambridge MA: MIT Press.
59. Wenger, E., (1998). Communities of practice: Learning, meaning, and identity. Cambridge UK: Cambridge University Press.
60. Wenger, E., (2000). Communities of practice and social learning systems. Organization, 7, 225-246.