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

合作研究：普通化学 POGIL-IC 模块的开发

• 批准号: 0632957
• 负责人: David Hanson
• 金额: $ 6.1万
• 依托单位: SUNY at Stony Brook
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-01-01 至 2008-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0632957&HistoricalAwards=false
• 关键词: Collaborative; Research; Development; POGIL; IC

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.

化学（12）该项目的目的是将两个基于研究的教学进步汇总在一起，即同伴领导的团队学习（PLTL）和面向过程的指导指导式学习学习（POGIL），以创建专注的活跃学习活动，以指导学生在整个化学和现实环境中发现概念之间的明确联系。 该项目是卡罗来纳州沿海大学，东北大学和纽约州立大学纽约州立大学的教师之间的合作努力。 该项目结合了NSF的循环模型的所有五个阶段，用于项目开发：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。它基于关于人们学习方式的认知科学研究以及改善学习的先前创新的成功。它正在创建新颖的课程材料，在课堂上生产和实施专业知识，评估他们对学习的影响并从教师和学生的角度评估其质量。认知科学中的智能熟练研究记录了人们通过基于先验知识和经验来构建自己的理解来记录的，这些搜索已记录在知识和经验中；遵循探索，概念形成和应用的学习周期；与他人讨论和互动；采用元认知；以及在多个表示中可视化和互连概念和过程。采用这些原则，已开发了两个成功的模型PLTL和Pogil，以提供NSF支持的通用化学，并被发现可以更好地吸引学生学习学习。 同时，已经确认了上下文丰富的通用化学指导的好处，从而导致以此为主题的教科书出版。现实世界中的环境可帮助学生从当前的知识和经验中增进对新材料的理解，并通过使材料的相关性和意义显而易见地提供学习动力。 Pogil材料通过采用有指导性的查询和学习周期来发展学习过程技能和内容的精通，通常不会与现实世界的环境建立牢固的联系，而上下文富裕的教科书并未使用指导性的探究和学习周期。 该项目旨在将Pogil和PLTL模型的好处带入上下文丰富的材料的使用。正在开发简洁的独立模块，这些模块正在引入现实世界中的问题，帮助学生认识到化学模型的必要性并确定这些模型，提供有关相关化学含量的Pogil活动的链接，并带领学生进行互动，自我评估和对学习的互动。这些新模块借鉴了学生在科学课程中和超越科学课程之外的先前经验，为进一步的探索和研究提供了机会，并重点介绍了技术和研究的当代前沿。 更广泛的影响，这一项目正在生产新的新型活跃学习课程材料的新体系，这些材料有望影响一般化学和可能其他茎学科的指导。他们正在各种机构背景下进行测试。通过发表发达材料以及使用现有的Pogil网络到达和培训教职员工来进行传播。