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

化学(12)这个项目的目标是将两个基于研究的教学进展--同行主导的小组学习(PLTL)和面向过程的指导性探究学习(POGIL)--结合在一起，以便创建有针对性的主动学习活动，引导学生发现普通化学中的概念与现实世界背景之间的明确联系。该项目是卡罗莱纳海岸大学、东北大学和纽约州立大学石溪分校的教职员工共同努力的成果。该项目包含了NSF项目开发周期模型的所有五个阶段：进行研究、创建材料、开发专业知识、实施创新和评估学习/评估创新。它建立在认知科学关于人们如何学习的研究基础上，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，开发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。认知科学中的智力价值研究证明，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；使用元认知；以及以多种表征将概念和过程可视化并相互联系。运用这些原则，两个成功的模式，PLTL和POGIL，已经在NSF的支持下为普通化学开发，并被发现更好地吸引学生学习。同时，背景丰富的普通化学教学的好处也得到了承认，从而出版了具有这一主题的教科书。真实世界的背景帮助学生从他们现有的知识和经验中增长对新材料的理解，并通过使材料的相关性和重要性变得明显来提供学习动机。POGIL教材通过使用引导性探究和学习周期来培养学习过程技能和内容掌握能力，通常不与现实世界的背景建立牢固的联系，而背景丰富的教科书没有使用引导性探究和学习周期。该项目寻求将POGIL和PLTL模型的好处带到背景丰富的材料的使用中。正在开发简洁的独立模块，介绍真实世界的问题，帮助学生认识到化学模型的必要性并识别这些模型，提供POGIL活动的相关化学内容的链接，并引导学生进行互动、自我评估和对他们的学习进行反思。新的模块利用了学生在科学课程内外的先前经验，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。更广泛的影响这个项目正在制作一个新的测试机构的新型主动学习课程材料，预计将影响普通化学的教学，可能还会影响其他STEM学科。它们正在各种机构的背景下接受测试。通过出版编写的材料和利用现有的POGIL网络接触和培训教员，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.