Organic Chemistry, Life, the Universe and Everything (OCLUE) is an undergraduate lecture-based organic chemistry course that has been transformed in line with the vision for science education set out by the ‘Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas’ (National Research Council, 2012). OCLUE is designed to progress students understanding of core ideas in organic chemistry through the use of scientific practices such as constructing explanations, predictions and models. The purpose of this study is to generate theory on how OCLUE students conceptualise the structure and development of scientific knowledge. Eleven students with diverse experiences and exam performances were interviewed. The data was collected and analysed in accordance with the tenants of constructivist grounded theory (Charmaz, 2000). OCLUE students conceptualised a hierarchical structure of scientific knowledge whereby behind claims and answers in science is important information that determines the validity of the claim or answer. Being adept in utilising this information was important to students in OCLUE as it provided them with the opportunity to account for why phenomena occur in organic chemistry. Students explained that the process of developing scientific knowledge is rarely straight-forward or pre-determined. Instead it was believed that scientists needed to piece together what they know in seemingly random ways in order to solve science puzzles. In the context of OCLUE, students explained that memorising information ahead of OCLUE exams was insufficient. Instead they had to synthesise and interrogate their prior understanding to figure out new problems encountered in OCLUE exams. Students attributed the efficacy of OCLUE's pedagogy to helping them engage in constructivist thinking processes that involved interrogating and applying their prior knowledge. This contributes to the understanding that OCLUE has set out a precedent organic chemistry course that can foster a more scientific way of learning science that contrasts students’ engagement in considerably arduous memorisation techniques.

中文翻译：

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在转变的有机化学讲座课程中调查对科学知识的结构和发展的看法

有机化学，生命，宇宙和一切（OCLUE）是一门基于本科讲授的有机化学课程，已经根据“ K-12科学教育框架：实践，交叉概念”提出的科学教育愿景进行了改造和核心思想”（国家研究委员会，2012年）。OCLUE旨在通过使用科学实践（例如构建解释，预测和模型）来提高学生对有机化学核心思想的理解。这项研究的目的是就OCLUE学生如何概念化科学知识的结构和发展产生理论。采访了11名具​​有不同经验和考试成绩的学生。根据建构主义扎根理论的租户来收集和分析数据（Charmaz，2000）。OCLUE学生将科学知识的层次结构概念化，从而科学中的主张和答案背后的重要信息是确定主张或答案的有效性的信息。善于利用这些信息对OCLUE的学生很重要，因为它为他们提供了解释有机化学现象发生原因的机会。学生解释说，发展科学知识的过程很少是直接或预先确定的。相反，人们认为科学家们需要以看似随机的方式将他们所知道的东西拼凑在一起，以解决科学难题。在OCLUE的背景下，学生解释说在OCLUE考试之前记住信息是不够的。取而代之的是，他们必须综合并询问他们先前的理解，以找出OCLUE考试中遇到的新问题。学生们将OCLUE的教学法的功效归因于帮助他们参与了建构主义的思维过程，这些过程涉及了询问和运用他们的先验知识。这有助于人们理解OCLUE开设了先例有机化学课程，该课程可以培养更科学的科学学习方式，从而与学生对相当艰巨的记忆技术的投入形成对比。