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

合作项目：普通化学 POGIL-IC 模块的开发

• 批准号: 0633231
• 负责人: Thomas Gilbert
• 金额: --
• 依托单位: Northeastern University
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-01-01 至 2009-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0633231&HistoricalAwards=false
• 关键词: Collaborative; Project; 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）这个项目的目标是汇集两个互补的研究为基础的教学进步，同行领导的团队学习（PLTL）和过程导向的引导探究学习（POGIL），以创建有针对性的主动学习活动，引导学生发现在一般化学和现实世界的背景下的概念之间的明确联系。 该项目是来自沿海卡罗莱纳大学、东北大学和纽约州立大学斯托尼布鲁克的教师的合作努力。 该项目包括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，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以及以前改善学习的创新的成功记录的基础上。它正在编写新的课程材料，发展在课堂上编写和实施这些材料的专门知识，评估它们对学习的影响，并从教师和学生的角度评价它们的质量。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;以及在多种表示中可视化和互连概念和程序。采用这些原则，两个成功的模式，PLTL和POGIL，已开发的普通化学与NSF的支持，并已发现更好地参与学生的学习。 与此同时，人们认识到背景丰富的普通化学教学的好处，从而出版了以这一主题为主题的教科书。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显而易见来提供学习动机。POGIL材料通过采用引导探究和学习循环来发展学习过程技能和内容掌握，通常与真实的世界背景没有很强的联系，而背景丰富的教科书不使用引导探究和学习循环。 该项目旨在将POGIL和PLTL模型的优点应用于上下文丰富的材料。正在开发简洁的独立模块，介绍现实世界的问题，帮助学生认识到化学模型的必要性，并确定这些模型，提供链接到POGIL活动的相关化学内容，并引导学生进行互动，自我评估和反思他们的学习。新的模块借鉴了学生以前在科学课程内外的经验，为进一步探索和研究提供了机会，有些模块突出了技术和研究的当代前沿。 更广泛的影响这个项目正在产生一个新的测试机构的新的主动学习课程材料，预计将影响教学在一般化学和可能的其他STEM学科。它们正在各种体制环境中接受检验。通过出版编写的材料和利用现有的POGIL网络来接触和培训教师，进行传播。