SciELO - Scientific Electronic Library Online

vol.20 número1Shimomura, Chalfie y Tsien: los señores de la proteína verde bioluminiscente de la medusa Aequorea victoriaIntegración de la Química General en la carrera de Ingeniería Mecánica utilizando problemas profesionales índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados




Links relacionados

  • No hay artículos similaresSimilares en SciELO


Educación química

versión impresa ISSN 0187-893X


LORENZO, M. Gabriela; SALERNO, Alejandra  y  BLANCO, Mercedes. Can students learn organic chemistry in university being present at a lecture?. Educ. quím [online]. 2009, vol.20, n.1, pp.77-82. ISSN 0187-893X.

A study about the effect of the teacher's lectures on students' possibilities for solving some exercises of organic chemistry is presented. An investigation in context to 455 freshmen students with pencil-and-paper tasks of different complexity and different requirements was performed. The experimental design included the following independent variables: Condition of answering (previous, short-time, long-time), type of question (declarative concept, relational concept, technical and strategical procedure) and chemical contents (conformational analyses, nuclear magnetic resonance). The data were analyzed qualitatively and quantitatively. The responses were classified like correct (from the chemical point of view), incorrect (incomplete, regular, wrong) and not answered. Our results demonstrate that teacher participation is irreplaceable to promote student learning. This effect is not only visible in an increase of correct answers, but on the increase of total responses. Lectures affects principally on the using of technical language, the respect of conventions of chemical notations and on procedures for solving tasks.

Palabras llave : University; Communication; Explanation; Chemical Language; Organic Chemistry.

        · texto en Español     · Español ( pdf )


Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons