In order for students to reach a level of meaningful understanding of chemistry, it is vital that they are able to form accurate relationships between different concepts. In particular, in organic chemistry, identifying intermolecular reactions, considering these reactions as a whole, and defining their results will make important contributions to attaining meaningful understanding. This study aims to explore how pre-service chemistry teachers identify aromatic compound reactions and form associations between them and to discover what kinds of learning difficulties they encounter in forming these associations. In this context, the study, conducted as phenomenographical research, was carried out at a faculty of education in Turkey with 15 pre-service teachers enrolled in the Department of Chemistry Education who had taken the Organic Chemistry 1 and 2 courses. Selected on the basis of purposive sampling, the pre-service chemistry teachers were first asked systemic assessment questions (SAQs) related to aromatic compound reactions. In these questions, the pre-service chemistry teachers were asked to identify 7 molecules in the class of aromatic compounds and complete a diagram by taking into consideration synthesis and reaction conditions. The pre-service chemistry teachers were also asked to indicate two reactions that were not included in the SAQs diagram, together with their reagents and conditions. After completing their responses to the SAQs diagram, individual interviews were held with each of the pre-service chemistry teachers using the think-aloud technique. The research revealed at the end of the quantitative analysis of the data obtained from the SAQs diagram that most of the pre-service chemistry teachers achieved moderate-level scores. At the same time, the qualitative analysis of the data obtained from the SAQs diagram and from the interviews showed that the pre-service chemistry teachers were more successful in identifying and forming associations with the reactions of “nitration” and “sulfonation of aromatic compounds” but had difficulty with the “Friedel–Crafts alkylation,” “oxidation” and “reduction” reactions and with the “bromination of alkenylbenzenes” and the “addition reaction of the double bond of alkenylbenzenes.” Another important finding resulting from this study was that only a few pre-service chemistry teachers were able to identify a new reaction on the SAQs diagram. All of these findings indicate that the pre-service teachers are not very equipped to form meaningful relationships in the context of aromatic compounds, which is one of the basic topics of organic chemistry.

中文翻译：

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使用系统的评估问题图检查职前化学老师对芳香族化合物的有意义的理解和学习困难

为了使学生对化学具有有意义的理解，至关重要的是，他们必须能够在不同概念之间形成准确的关系。特别是在有机化学中，识别分子间反应，将这些反应作为一个整体进行考虑，并定义其结果将为获得有意义的理解做出重要贡献。这项研究的目的是探索职前化学教师如何识别芳香族化合物反应并在它们之间形成联系，并发现他们在形成这些联系时会遇到哪些学习困难。在这种情况下，作为现象学研究进行的研究 该课程是在土耳其的一个教育学院进行的，化学教育系招收了15名岗前教师，他们修读了有机化学1和2课程。在有目的的抽样基础上选择的人员，首先向职前化学老师询问与芳香族化合物反应有关的系统评估问题（SAQ）。在这些问题中，要求职前化学老师识别芳族化合物类中的7个分子，并通过考虑合成和反应条件来完成图解。还要求职前化学老师指出SAQ图中未包括的两个反应，以及他们的试剂和条件。在完成他们对SAQ图的响应后，使用思维方式与每位职前化学老师进行了一次单独访谈。研究表明，在对从SAQ图获得的数据进行定量分析的最后，大多数职前化学教师的成绩都达到中等水平。同时，对从SAQs图和访谈中获得的数据的定性分析表明，职前化学老师在识别和形成“硝化”和“芳族化合物磺化”反应的关联方面更为成功。但是在“ Friedel-Crafts烷基化”，“氧化”和“还原”反应以及“烯基苯的溴化”和“烯基苯的双键加成反应”方面遇到困难。这项研究得出的另一个重要发现是，只有少数职前化学老师能够在SAQs图上识别出新的反应。所有这些发现表明，在有机化合物的基本主题之一-芳香族化合物的背景下，岗前教师没有足够的能力去形成有意义的关系。