Activating discipline specific thinking with adaptive learning: A digital tool to enhance learning in chemistry.

In tertiary science education, students are encouraged to engage in discipline specific thinking, to learn their chosen subject. The challenge for educators is engaging all students equitably, despite their educational backgrounds and depth of discipline specific knowledge. Personalising learning in the context of large-scale tertiary courses can only be achieved by using digital technologies.

The nature of science identity and its role as the driver of student choices.

Background: A major concern in science education involves the under-representation of many groups in science and technology fields, especially by gender (Brotman and Moore, J Res Sci Teach 45:971-1002, 2008; Clark Blickenstaff, Gend Educ 17:369-386, 2006), stemming from an intersection of systemic obstacles (Cantú, Equity Excell Educ 45:472-487, 2012; Rosa and Mensah, Phys Rev Phys Educ Res 12:020113, 2016). Research on persistence of minoritized populations within science trajectories has often highlighted identity as particularly important (Archer et al., Sci Educ 94:617-639, 2010; Barton and Calabrese, Am Educ Res J 50:37-75, 2007; Barton et al.

Microwave-assisted C-3 selective oxidative radical alkylation of flavones.

Flavones were directly alkylated at the C-3 position in moderate yields using a xanthate-based oxidative radical addition procedure. This methodology is a suitable synthetic tool for the direct substitution of the vinylic and unactivated C-H bond of the C ring of the flavone by an alkyl functionality under neutral conditions.