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The Chemical Educator
ISSN: 1430-4171 (electronic version)
Abstract Volume 27
(2022) pp 21-26
The Evolution of Games and Case Studies in Organic Chemistry
Maria Camarca,† Bridget Murphy,‡ and Deana Jaber*§
†Division
of Geological and Planetary Sciences, California Institute of Technology,
Pasadena, California 91125, United States, ‡Department of Graphic
and Media Design and §Department
of Biology and Physical Sciences, Marymount University, Arlington, Virginia
22207, United States *E-mail:
djaber@marymount.edu
Received August 30, 2020. Accepted February 3, 2021.
Published: 23 May 2022
Abstract. . Both organic chemistry educators and
organic chemistry students are usually quite familiar with how difficult
organic chemistry is to teach and learn. As such, it is important that
educators know what contemporary teaching tools are at their disposal to help
their students develop mature study habits. Games and case studies tailored for
teaching organic chemistry provide a rich learning environment that does not
focus on mere memorization. Rather, both games and case studies invite students
to think critically about organic chemistry in the context of either a playful
environment (games) or compelling storytelling (case studies). Here, a review
of what games and case studies are available for the organic chemistry
classroom is provided. These resources will be discussed in context of their
publication history and the variety of broad concepts addressed. Ideally,
organic chemistry educators will see that, while there are excellent games and
case studies ready for the classroom, the field would greatly benefit from
further investment in publishing these types of educational tools.
Key Words: KW In the Classroom; Pedagogical Tools; Organic Chemistry; Games and Case Studies; Collaborative/Cooperative Learning; Inquiry-Based/Discovery Learning; Student-Centered Learning
(*) Corresponding author. (E-mail: djaber@marymount.edu)
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