ORGANIC SYNTHESIS EXPLORATION THROUGH THE LENSE OF SIGNIFICANT LEARNING FRAMEWORK

Abstract

Since the discovery of Organic synthesis as a new scientific field, scientists have been able to synthesize biological and medically essential molecules in laboratories. However, the concept of Organic synthesis has been challenging for many students taking Organic Chemistry courses. Students view the course as an obstacle to overcome as they venture into their career goals. With the cognitive demand of the material appearing to be beyond most students’ reach, rote memorization is inevitable for success rather than conceptual understanding. This difficulty poses a barrier to students’ academic progress and their development as future scientists. Advancing the principles and techniques of Organic synthesis should be a fundamental priority in science, particularly in chemistry. Research in this field should not only aim at practical applications but also focus on expanding scientific knowledge. Since Organic synthesis plays a crucial role in various scientific and technological advancements, its continuous development is essential for progress in chemistry and related discipline. This study investigated the extent in which experts and novices approach Organic synthesis, as well as values and expectations they hold and how they align with significant learning framework. The implications of this study advocated for the integration of Fink’s Significant Learning Framework into Organic synthesis instruction to foster a deeper multidimensional learning experience. By addressing not only foundational knowledge and application but also integration, human dimensions, caring, and learning how to learn, this framework would support students in constructing a coherent understanding of Organic synthesis.