Myths about Teaching and Learning Organic Chemistry

Abstract

This Perspective brings to light and challenges a set of persistent myths that seem to subtly influence the teaching and learning of organic chemistry. We have chosen nine myths that reflect common beliefs, which may have arisen from historically established teaching methods, systemic reasons for content coverage, large class sizes, expert “blind spots”, and/or personal instructional preferences. These myths may prevent students from meaningful learning and can inadvertently promote superficial memorization over a deeper understanding of concepts and reaction mechanisms. For each myth, we examine its origin and outline insights and design principles informed by empirical research in chemistry education, highlighting practical approaches that bridge the gap between theory and practice. The overall aim is to raise awareness of persistent myths and encourage efforts to replace them with strategies that foster conceptual understanding, mechanistic reasoning, and more meaningful engagement with organic chemistry.

Department(s)

Chemistry and Biochemistry

Document Type

Article

DOI

10.1021/acs.jchemed.5c01507

Keywords

Constructivism, First-Year Undergraduate, Mechanisms of Reactions, Misconceptions/Discrepant Events, Organic Chemistry, Second-Year Undergraduate

Publication Date

3-10-2026

Journal Title

Journal of Chemical Education

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