Cooperative Learning in Large Sections of Organic Chemistry: Transitioning to POGIL
Cooperative Learning in Large Sections of Organic Chemistry: Transitioning to POGIL
复制标题
有机化学大部分领域的合作学习：过渡到 POGIL
DOI：
10.1021/bk-2019-1336.ch012
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Robert G. Carden
中科院分区：
文献类型：
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作者：
Dorian A. Canelas;J. Hill;Robert G. Carden
简要回顾了近年来描述有机化学合作学习的文献，特别是POGIL的使用。一个教师实施POGIL教学法的步骤的案例研究将被概述，以及教师对整体经验的反思。比较合作学习部分和课堂部分的实验结果的例子将被回顾和扩展。实验小组（合作学习）和控制小组（讲座形式）的参与者在学习上的差异体现在三个关键领域：(1)心理影响变量；(2)可转移技能的发展；(3)自我报告在关键有机化学内容领域的收获。本文将讨论从光谱数据对分子结构的解释方面比较这两组。与讲课组相比，合作学习组的学生自我报告的技能进步更高，这一点通过期末考试中自由反应光谱问题的表现这一直接衡量标准得到了证实。事实上，在这些光谱自由反应考试问题上，合作学习组的得分高于讲课组，并且两组之间的得分差异具有统计学意义。
A brief review of recent literature describing cooperative learning in organic chemistry, and the use of POGIL in particular, is presented. A case study of the steps one instructor took to implement the POGIL pedagogy will be outlined along with instructor reflections on the overall experience. Examples of outcomes from experiments comparing cooperative learning sections to lecture sections will be reviewed and expanded. Differences in learning between the participants in the experimental (cooperative learning) and control (lecture format) groups have been found in three key areas: (1) psychological affect variables, (2) development of transferable skills, and (3) self-reported gains in key organic chemistry content areas. Comparison of the two groups in terms of their elucidation of molecular structures from spectroscopy data will be discussed. When compared to the lecture group, students in the cooperative learning group self-reported higher gains in skills, and this was confirmed using a direct measure: performance on free response spectroscopy problems on the final exam. Indeed, the cooperative learning group scored higher than the lecture group on these spectroscopy free response exam problems, and this difference between the scores of the two groups was statistically significant.