Symmetry is a foundational concept in inorganic chemistry, essential for understanding molecular properties and interactions. Despite its importance, little is known about instructional practices for teaching symmetry in inorganic chemistry classrooms and what factors affect instructional choices. To address this gap, we collected classroom observations of 14 inorganic chemistry instructors from various institutions to gain insight into the student-centeredness of their instructional practices and choices related to content coverage. Additionally, semi-structured interviews were conducted to understand the reasoning behind their instructional decisions. Our minute-by-minute analysis of classroom observations revealed four distinct profiles in instructional practices: (1) student-centered (n = 4; more class time dedicated to group work than lecture), (2) high-transitioning (n = 4; approximately equal amount of group work and lecture), (3) low-transitioning (n = 4; more lecture than group work), and (4) instructor-centered (n = 2; primarily lecture). Additionally, analysis of the content they cover in their lessons showed that these instructors could be grouped into three profiles: (1) those focused predominantly on symmetry fundamentals, such as symmetry elements and operations, as well as point group assignment (n = 3), (2) those who focus mostly on covering symmetry fundamentals, but also discuss some symmetry applications (n = 5), and (3) those who spend approximately equal amount of class time covering symmetry fundamentals and applications (n = 6). The analysis of the interview data reveals the reasons behind their instructional choices. These findings highlight distinct instructional approaches to teaching symmetry, offering insights into how different teaching practices and content emphasis could potentially impact student learning.

Lu Shi

Postdoc, University of North Carolina at Greensboro

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