Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal IJCER (International Journal of Chemistry Education Research)
Issa I. Salame
Department of Chemistry and Biochemistry, The City College of New York of the City University of New York
Chemistry Education Environmental Science Materials Science & Nanotechnology

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Examining Some of The Students’ Challenges in Learning Organic Chemistry Issa I. Salame; Sagar Patel; Shafic Suleman
International Journal of Chemistry Education Research VOLUME 3 ISSUE 1, FEBRUARY 2019
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol3.iss1.art2

Abstract

Organic chemistry is often regarded as a difficult subject which deters learners and is associated with poor performance. Our research aims to examine some of the challenges that students face in learning organic chemistry topics related to acid/base and resonance structures theories. For this purpose, organic chemistry exams were analyzed in regards to these troublesome topics. A questionnaire was administered to further understand some of the challenges students face when enrolled in organic chemistry. Our data show that students face several challenges learning these topics and that there is a need to change the way these topics are addressed in instruction.
Examining Challenges that Students Face in Learning Organic Chemistry Synthesis Issa I. Salame; Pauline Casino; Natasha Hodges
International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol4.iss1.art1

Abstract

Organic chemistry is the offered after general chemistry and is the course that many find it challenging and difficult. Synthesis is first introduced in organic chemistry I course and is widely considered as one of the topics in which students struggle with and is evident in their performance in the topic. Our method of data collection is a Likert-type and open-ended questionnaire that was distributed at the end organic chemistry I course in an anonymous fashion. The collected data enabled us to examine the challenges students face in learning organic chemistry synthesis. Our findings support the notion that students have many difficulties with multistep organic chemistry synthesis including challenges recalling all of the varied required reactions, the amount of content and topics covered in organic chemistry, conceptual understanding of needed important topics such as mechanisms, acids and bases, nucleophiles and electrophiles, and stereochemistry, and problem-solving competency. Students view organic chemistry synthesis as challenging because of their reliance on memorization of a large number of reactions, reagents, and rules, poor conceptual understanding of the topics, ineffective teaching methods which lacks active learning and student engagement, and the myriad number of possible pathways to solve synthesis problems. Our participants suggest that memorization and rote-learning plays an important role in the learning of multistep organic synthesis, which might cause a hindrance to process of learning and can impede students’ problem-solving ability.
Examining some of the Students’ Challenges and Alternative Conceptions in Learning about Acid-base Titrations Issa I. Salame; Adrianny Montero; Dani Eschweiler
International Journal of Chemistry Education Research VOLUME 6, ISSUE 1, April 2022
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol6.iss1.art1

Abstract

Chemical equilibria, including acid-base equilibria, play a significant role in the learning of general chemistry. Acid-base reactions as well as acidity and basicity concepts and their relationship to titrations are an important part of any general chemistry course, and students have difficulties understanding these concepts.  The purpose of this research project is to examine some of the challenges and alternative conceptions that students face in learning about acid-base titrations. A Likert-type survey with open-ended questions were used to assess the understanding of 110 participants. The investigation took place at a public, urban, and minority-serving institute. Our data suggest that students struggle with learning about acid-base titration problems and concepts. They rely on algorithmic problem solving, rote- learning, plugging into equations, and calculator use when approaching acid-base titration problems instead of developing their conceptual understanding and meaningful learning of the concepts. Additionally, our data support the notion that development of conceptual understanding of acid-base titration is important for students’ learning. Furthermore, our research data suggest that students have difficulties with understanding and visualizing what is taking place at the microscopic level during acid-base titration reactions. Instructors should consider teaching strategies that include leaning about and interrelating the symbolic, macroscopic, and microscopic levels of representations which can promote learning and deeper understanding of abstract chemical concepts. We recommend that instructors explicitly address and relate the three levels of representation in their teaching of chemistry concepts. Keywords: chemistry education research, acid-base titration, challenges
Co-Authors Adrianny Montero Dani Eschweiler Natasha Hodges Pauline Casino Sagar Patel Shafic Suleman