Abstract
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.
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