A laboratory experience enhances understanding of peer-reviewed literature in undergraduate organic chemistry students, suggesting effective educational strategies.
A student’s introduction to the peer-reviewed scientific literature is an important step in their development as a scientist and a citizen. However, many students are only introduced to the literature in upper-level science courses; non-science majors following a pre-health track may never be exposed to peer-review in science. A scaffolded second-semester Organic Chemistry laboratory experience requiring students to read and interpret a peer-reviewed article was developed and implemented. Students learn to convert an entry from an experimental section into a procedure and then synthesize salicylaldehyde phenylhydrazone via a condensation reaction. In a post lab assessment, students calculate the concentration of a Grignard solution using the hydrazone as a stoichiometric indicator. This laboratory experience provides an inexpensive and relevant means of introducing the peer-reviewed literature to undergraduate organic chemistry students, and has been tested by 387 unique Organic Chemistry II students over four semesters.
No takes yet. Share an insight, caveat, or question.
Bridges et al. (2018) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: