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RESEARCH PAPER
Assessing conceptual difficulties experienced by pre-service chemistry teachers in organic chemistry
1
Department of Mathematics, Sciences and Technology Education, Walter Sisulu University, Mthatha, SOUTH AFRICA
Online publication date: 2024-02-01
Publication date: 2024-01-26
EURASIA J. Math., Sci Tech. Ed 2024;20(2):em2398
KEYWORDS
chemistryconceptual difficultiesmisconceptionsorganohalidespre-servicechemistry teachersstereochemistry
ABSTRACT
Organic chemistry is a mandatory component of chemistry II and chemistry III within the
curriculum for pre-service chemistry teachers (PSCTs) pursuing a degree in chemistry teaching.
The organic chemistry course sequence is well recognized as challenging and unapproachable for
students, despite its significant relevance and impact across several sectors. While efforts have
been made to recognize and deal with challenges faced by students in the cognitive and
psychomotor aspects, there has been less attention given to identifying PSCTs’ conceptual
difficulties and misconceptions of organic chemistry. This includes the subsequent strategies to
design instructions to enhance students’ learning experiences, which are crucial elements in
addressing their achievements in organic chemistry. The study aimed to identify the conceptual
difficulties and misconceptions encountered by PSCTs in organohalides and stereochemistry.
Furthermore, the study aimed to suggest strategies to enhance PSCTs’ understanding of the
course. The study was situated within the theoretical framework of constructivism and employed
an interpretivist qualitative case study design. The population under study consisted of all
individuals who were enrolled in the Bachelor of Education program within the faculty of
educational sciences. A cohort of 33 whole-class PSCTs who had registered for the chemistry III
course, where organohalides and stereochemistry were taught as units, were purposefully
selected to participate in the study. The main instruments were document analysis, formal written
tests, and interviews. Data were analyzed using thematic analysis. The study revealed that PSCTs
encountered difficulties when attempting to solve problems related to organohalides and
stereochemistry. In addition, PSCTs had misconceptions about these concepts. The study,
therefore, recommends the implementation of suitable and appropriate instructional strategies
to enhance PSCTs’ conceptual understanding and reduce misconceptions.
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