Associate Professor Naoko Takenaga (organic synthesis chemistry) of the Faculty of Pharmaceutical Sciences at Meijo University conducted an educational intervention that combined descriptive assignments and individual feedback in the learning of organic chemistry, clarifying the process and educational effects that deepened learners' essential understanding.
In science faculties, including pharmacy schools, organic chemistry is a fundamental subject. While understanding reaction mechanisms logically is crucial in organic chemistry, the complexity of its concepts often leads to reliance on superficial memorization, making it difficult to achieve a true understanding.
Descriptive assignments and feedback have been qualitatively demonstrated to be useful in deepening learners' essential understanding. Therefore, this study aimed to objectively verify, through longitudinal data analysis, how educational interventions combining these methods change students' understanding.
We incorporated a learning method that uses cumulative writing-to-learn assignments to review previously learned material, encouraging students to deepen their understanding of concepts through their own words and drawings rather than simply copying knowledge. Furthermore, we implemented educational interventions that provided continuous individual feedback.
Learning outcomes were not measured solely by test scores, but rather by quantifying changes in learners' essential understanding through learning history data based on evaluation criteria (rubrics). Furthermore, the trajectory of understanding growth was evaluated using longitudinal data analysis (linear mixed model) corrected for individual differences (initial ability and learning tendencies).
The results showed that, regardless of individual differences in students' initial abilities, the rate of major errors decreased with each repetition, and the rate of demonstrating logical understanding (mastery) increased statistically significantly.
The paper on this research was selected as an "ACS Editors' Choice," a selection with a less than 1% acceptance rate by the American Chemical Society (ACS), for its objective visualization of the growth process of learners' logical understanding by combining practical teaching methods in educational settings with advanced statistical analysis. This achievement is expected to serve as a model case for educational improvement applicable not only to organic chemistry and pharmaceutical education, but also to other science, engineering, and medical subjects.
