Work

Changing Pre-university Perceptions in an Undergraduate Inquiry-Based Practical on Electrophilic Aromatic Substitutions

Year: 2026

Type: article

Abstract: Transitioning from pre-university to undergraduate learning presents many opportunities and challenges. These can be most notable within the laboratory environment, where students often have limited practical chemistry experience. The selection of laboratory practical topics is therefore of high importance to build on students’ theoretical knowledge and practical skills. Electrophilic aromatic substitution reactions are prevalent in pre-university and undergraduate courses; however, students often have preconceptions of organic chemistry based on marking scheme “answers” and have misconceptions created through rote-learning. We present an introductory undergraduate practical where students use a guided-inquiry approach to investigate their own scientific hypotheses on the reaction outcome of an electrophilic aromatic substitution while building foundational practical skills.

Source: Journal of Chemical Education

DOI: 10.1021/acs.jchemed.6c00908

Authors: Ewan Forsyth, Craig D. Campbell, Charlotte C. Hancox, Malcolm I. Stewart

Institution: University of Oxford

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,500