Collaborative Research: Development of POGIL-IC Modules for General Chemistry

这个项目的目标是将两种互补的基于研究的教学进步，同伴领导的团队学习（PLTL）和面向过程的引导探究学习（POGIL）结合在一起，以创建有针对性的主动学习活动，引导学生发现普通化学概念与现实世界背景之间的明确联系。该项目是海岸卡罗来纳大学、东北大学和纽约州立大学石溪分校的教师共同努力的结果。该项目包含了NSF项目开发循环模型的所有五个阶段：进行研究，创建材料，开发专业知识，实施创新以及评估学习/评估创新。它建立在认知科学研究的基础上，研究人们是如何学习的，以及以前改进学习的创新的成功记录。它正在创造新的课程材料，发展在课堂上制作和实施这些材料的专业知识，评估它们对学习的影响，并从教师和学生的角度评估它们的质量。认知科学的研究证明，人们通过基于先前的知识和经验构建自己的理解来学习；遵循探索、概念形成和应用的学习循环；与他人讨论和互动；采用元认知;将概念和过程以多种形式可视化并相互联系。采用这些原则，在NSF的支持下，为普通化学开发了两个成功的模型，PLTL和POGIL，并且发现它们更好地吸引了学生的学习。同时，上下文丰富的普通化学教学的好处已经认识到，导致出版的教科书与这一主题。现实世界的背景帮助学生从他们现有的知识和经验中发展对新材料的理解，并通过使材料的相关性和重要性显而易见，为学习提供动力。POGIL材料通过引导探究和学习循环来培养学习过程技能和对内容的掌握，通常没有与现实世界的语境建立牢固的联系，而情境丰富的教科书没有使用引导探究和学习循环。该项目旨在将POGIL和PLTL模型的优点引入到丰富的材料中。我们正在开发简洁的独立模块，引入现实世界的问题，帮助学生认识到化学模型的必要性并识别这些模型，为相关化学内容提供与POGIL活动的链接，并引导学生进行互动，自我评估和反思他们的学习。新模块借鉴了学生之前在科学课程内外的经验，提供了进一步探索和研究的机会，其中一些突出了当代技术和研究的前沿。更广泛的影响该项目正在制作一套经过测试的新型主动学习课程材料，预计将影响普通化学以及其他STEM学科的教学。它们正在各种制度背景下接受测试。通过出版已编制的材料和利用现有的POGIL网络来接触和培训教员，正在进行传播。

Chemistry (12) The goal of this project is to bring together two complementary research-based pedagogical advances, Peer-Led Team Learning (PLTL) and Process-Oriented Guided-Inquiry Learning (POGIL), in order to create focused active-learning activities that guide students in discovering the explicit connections between the concepts in general chemistry and real-world contexts. The project is a collaborative effort among faculty from Coastal Carolina University, Northeastern University, and SUNY Stony Brook. The project incorporates all five stages of NSF's cyclic model for project development: conducting research, creating materials, developing expertise, implementing innovations, and assessing learning / evaluating innovations. It builds on research in the cognitive sciences on how people learn and the documented success of previous innovations that improved learning. It is creating novel curriculum materials, developing expertise both in producing and implementing them in the classroom, assessing their impact on learning, and evaluating their quality from the perspectives of both instructors and students.Intellectual MeritResearch in the cognitive sciences has documented that people learn by constructing their own understanding based on prior knowledge and experiences; following a learning cycle of exploration, concept formation, and application; discussing and interacting with others; employing metacognition; and visualizing and interconnecting concepts and procedures in multiple representations. Employing these principles, the two successful models, PLTL and POGIL, have been developed for general chemistry with NSF support and have been found to better engage students in learning. Simultaneously the benefits of contextually-rich general chemistry instruction have been recognized, resulting in the publication of textbooks with this theme. Real-world contexts help students grow their understanding of new material from their current knowledge and experiences and provide motivation for learning by making the relevance and significance of the material obvious. The POGIL materials, which develop learning process skills and content mastery by employing guided inquiry and the learning cycle, generally do not make strong connections to real world contexts, while the contextually-rich textbooks do not use guided inquiry and the learning cycle. This project seeks to bring the benefits of the POGIL and PLTL models to the use of contextually-rich materials. Succinct stand-alone modules are being developed that introduce real-world questions, help students recognize the necessity for chemical models and identify those models, provide links to POGIL activities for the relevant chemistry content, and lead students toward interaction, self-assessment, and reflection about their learning. The new modules draw on students' prior experiences within and beyond science coursework, provide opportunities for further exploration and research, and some highlight contemporary frontiers in technology and research. Broader ImpactsThis project is producing a new tested body of novel active-learning curricular materials that are expected to affect instruction in general chemistry and possibly other STEM disciplines. They are being tested in a variety of institutional contexts. Dissemination is occurring through publication of the developed materials and through use of the existing POGIL network to reach and train faculty.