par Van Overmeir, Laureline ;Moucheron, Cécile
Référence New perspectives in science education(Mars 2017: Florence, Italy), Conference proceedings. New perspectives in science education. 6th Edition, Pixel, Ed. 6, page (694)
Publication Publié, 2017-03
Publication dans des actes
Résumé : Organic chemistry is an important part of chemistry, but it is not taught a lot at secondary level in Belgium. Teaching of organic chemistry boils down to the learning of names and rules by heart, and the assessment of students includes almost solely restitution.A first evaluation of more than 600 students showed that the best mastered points concern the nomenclature as well as the questions of restitution concerning the reactions seen in class. The least mastered point concerns the exercises of reflection around organic reactions. We also find that certain notions of general chemistry essential to the understanding of organic chemistry (polarity, hydrogen bonds, links) are poorly integrated by students and that they do not understand the place that organic chemistry takes in everyday life. We have therefore decided to develop two learning sequences, the aim of which is to make students think and to introduce more reflection into the chapter of organic chemistry.The first sequence proposes to students to put organic chemistry into context, to make them realize the important place that organic chemistry takes in our daily life and to see for the first time all of the functions that they will approach sequentially later. We also believe it is important that students learn topological writing, mostly used in organic chemistry.The second sequence deals with organic synthesis in order to summarize all the organic reactions seen by the students. Starting from the synthesis of drugs, we manage to construct, with the pupils, a table summarizing the reactivity of the different organic functions seen in secondary school. From there, students can imagine themselves how to make a molecule from a precursor that is offered to them.