POGIL in the Calculus Classroom
POGIL in the Calculus Classroom
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POGIL 在微积分课堂上的应用
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
A. Straumanis
中科院分区：
文献类型：
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作者：
C. Bénéteau;Zdeňka Guadarrama;Jill E. Guerra;Laura Lenz;J. Lewis;A. Straumanis
摘要在本文中，我们将描述作者在美国四所大学的微积分课程中使用过程导向探究学习（POGIL）的经验。我们将简要地研究POGIL如何与其他类型的探究式学习方法进行比较和适应。特别是，我们将首先讨论POGIL活动的独特结构，其中包括特定类型问题的模型和学习周期。然后，我们转向讨论的特定特点的课堂实施的POGIL活动，包括促进策略的教师可能会使用，指定的学生角色在组中的重要性，和不同的方式报告。最后，我们提供了一些初步的数据，在非POGIL和POGIL演算教室的学生通过率在参与机构。在整个文件中，我们使用的例子，从学生的对话组正在通过POGIL活动开发的微积分我的作者。
Abstract In this paper, we will describe the experience of the authors in using process-oriented guided inquiry learning (POGIL) in calculus at four institutions across the USA. We will briefly examine how POGIL compares to and fits in with other kinds of inquiry-based learning approaches. In particular, we will first discuss the unique structure of a POGIL activity, which includes a model and a learning cycle of specific types of questions. We then turn to a discussion of the particular characteristics of a classroom implementation of a POGIL activity, including facilitation strategies an instructor might use, the importance of specified student roles in groups, and different ways of reporting out. Finally, we provide some preliminary data on student pass rates in non-POGIL and POGIL calculus classrooms in the participating institutions. Throughout the paper, we use examples from student dialogues as groups were working through POGIL activities developed for Calculus I by the authors.