Our ongoing efforts aimed at understanding how students learn organic chemistry have given us insight into one of the mechanisms by which individuals may construct scientifically-valid knowledge. We have used this insight to develop a new theory of conceptual change called “Scaffolded Reflection” (SR) and an educational intervention based on it called Interactive Design-Based Exercises for Abstract Learning (IDEAL). This presentation will focus on the key features of SR and IDEAL as well as their use in teaching a graduate-level course in organic synthesis.