Addressing Misconceptions in Teaching Organic Chemistry Among Grade 12 Students in a UAE Private School

Author Information

Manal Almahdawi, UAE University, United Arab Emirates
Fatima Alyammahi, UAE University, United Arab Emirates

Abstract

Misconceptions in organic chemistry remain a significant barrier to student achievement, particularly among Grade 12 learners in private American curriculum schools in Al Ain, UAE. This study investigates the nature, causes, and impacts of such misconceptions, focusing on students' reliance on memorization rather than conceptual understanding. The research employs a mixed-methods approach, including diagnostic assessments, semi-structured interviews with students and chemistry teachers, classroom observations, and document analysis of lesson plans, assessments, and student work. Findings reveal that students struggle with fundamental concepts such as chemical bonding, reaction mechanisms, and the meaning of terms like "organic," "reduction," and "alcohol," often associating them with everyday meanings instead of scientific definitions. The study identifies several contributing factors, including weak prior knowledge, poor instructional strategies, limited active learning opportunities, and curriculum time constraints. These elements collectively hinder deep understanding and engagement in organic chemistry. Notably, the research highlights the crucial role of teachers in addressing these issues through more interactive, concept-focused instruction and regular formative assessment. The study recommends targeted professional development for chemistry teachers to enhance pedagogical strategies, reinforce foundational knowledge, and support conceptual learning. Collaborative efforts among educators and additional chemistry support sessions are also essential for sustainable improvement. This research underscores the need to shift from rote learning toward more meaningful, inquiry-based approaches in science education. By addressing these persistent misconceptions, educators can significantly enhance students' academic performance, confidence, and long-term interest in chemistry.

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