Exploring Student Responses to Learning Organic Nomenclature Topic Using a Visual Analogy Versus Traditional LectureSoTL Commons Conference
TrackResearch Project / Assessment of Student Learning
Proposal AbstractThe study deals with student’s understanding of the topic of nomenclature in two groups (Visual analogy versus non analogy). This project which was conducted for two semesters (fall 2013 and spring 2014) addresses the effect of the visual analogy on students learning and perceptions of the nomenclature topic in organic chemistry. For both semesters two sections of organic chemistry I was targeted in which one was selected as a lecture group and the other as the visual analogy group. Both classes were analyzed via pre/post-test, the first exam grade, and final exam score. The lecture group was a control group, in which normal instructions on the nomenclature topic were delivered. The analogy group was introduced to nomenclature rules and a story about mail man “Bob”, who is new in the area and is trying to deliver the mail in a timely and effective manner. He tries to remember the houses by following some rules and protocols. The following study addresses the results obtained via lecture versus analogy group from both semesters.
Session FormatPresentation Session
LocationRooms 113 & 115
Publication Type and Release OptionPresentation (Open Access)
Citation InformationShainaz M. Landge, Diana Sturges, Trent W. Maurer, and Shannon Rhodes, "Exploring Student Responses to Learning Organic Nomenclature Topic Using a Visual Analogy Versus Traditional Lecture" (March 26, 2015). SoTL Commons Conference. Paper 33.