000			02040nam a22002057a 4500
005			20240117155310.0
008			240116b ||||| |||| 00| 0 eng d
022			_a0021-9584
100			_aTetschner, Grace C.
245			_aObtaining Validity Evidence During the Design and Development of a Resonance Concept Inventory _b(Journal Article)
260			_aWashington DC _b: American Chemical Society _c, 2023
300			_a3795–3805p.
440			_aJournal of Chemical Society _v, Volume 100: Number 10, October 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Resonance is a foundational organic chemistry concept, but it is consistently misunderstood by undergraduate students. The development of a concept inventory─a multiple-choice assessment where the incorrect answer choices stem from commonly held alternate conceptions─on the concept of resonance could help organic chemistry instructors quickly identify alternate conceptions held by their students and make interventions. While concept inventories have been developed in a variety of areas in chemistry, there is no existing resonance concept inventory despite the difficulty students seem to have with the concept. In this study, open-ended resonance items were designed and administered to first-semester undergraduate organic chemistry students to develop items for a pilot version of the Resonance Concept Inventory (RCI). Validity evidence based on content and response processes for the data obtained using the items was acquired through feedback from organic chemistry faculty and think-aloud interviews conducted with students. The most commonly occurring alternate conceptions on the concept of resonance were identified, and a 14-item pilot version of the RCI was developed.
650			_a Organic Chemistry| Misconceptions/Discrepant Events| Resonance Theory| Chemical Education Research
700			_aNedungadi, Sachin
856			_uhttps://doi.org/10.1021/acs.jchemed.3c00335
942			_cPER
999			_c45322 _d45321