Learning the language of organic chemistry: How do students develop reaction mechanism problem-solving skills?

다국어 초록 (Multilingual Abstract)

Reaction mechanisms and the associated electron-pushing formalism are a symbolic language used by practicing organic chemists to navigate problems common to organic chemistry. Although the importance of this mechanistic language has been noted by practitioners and educators alike, it is often misunderstood and poorly applied by students and novice organic chemists. It was the disconnection between student and practitioner that was at the center of this research.
The goal of this study was to determine how organic chemistry graduate students' mechanistic problem-solving strategies developed as they became members of the organic chemistry research community. This process was explored in eleven organic chemistry graduate students by investigating the participants' interaction with: their dissertation research projects, weekly mechanism meetings held by organic chemistry research groups, and a variety of activities that were dependent on their year in graduate school. These activities included: advanced organic chemistry coursework and projects, original proposals (OP), the senior research seminar, and the process by which they defend their dissertation and search for a job. This study was designed and analyzed using a constructivist framework that was supplemented with situated learning perspectives (i.e. communities of practice). The data collected -- interviews, observations, artifacts, and field notes -- were then analyzed through an ethnomethodological lens.
The results of this study indicated that the participants' overall developmental changes occurred as a result of acculturation in the organic chemistry community of practice. Furthermore, it was the authentic and active problem-solving efforts in the activities inherent to this community that provided the participants with a sense of ownership and membership within this community of practice through legitimate participation in these activities. It was apparent that the participants' interactions with this community -- through the research literature, their group members, research advisors, and course instructors -- were also essential to their development in general. This interaction and the participants' research problem-solving efforts resulted in a significant developmental shift in the usefulness of mechanisms. Finally, a theme that unified all of the participants in this study was their use of mechanisms to troubleshoot unexpected problems both in coursework and research.