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Collaborative Research: POGIL-PCL: Student learning in the laboratory through sustained faculty development

合作研究：POGIL-PCL：学生通过持续的教师发展在实验室学习

基本信息

批准号：
1726066
负责人：
Sally Hunnicutt
金额：
$ 47.75万
依托单位：
Virginia Commonwealth University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-01 至 2023-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726066&HistoricalAwards=false
关键词：
Collaborative Research POGIL PCL Student

项目摘要

This project will conduct Process Oriented Guided Inquiry Learning-Physical Chemistry Laboratory (POGIL-PCL) workshops for faculty, postdoctoral fellows, and graduate students. These workshops will be held around the country at a variety of higher education institutions. Additionally, there will be ongoing development of POGIL-PCL experiments, which will serve to engage returning and new faculty participants in sustaining the project. Student learning outcomes resulting from use of POGIL-PCL materials in the laboratory will be examined. Ultimately, the use of evidence-based student-centered active learning in the laboratory will be analyzed and promoted and the learning that students achieve in an active-learning laboratory setting will be characterized.The project will examine the impact a connected community of faculty has on the sustained implementation of this methodology. The project will use social network theory to describe how the adoption of materials is affected by sustained interactions among faculty members after their initial introduction at a workshop. A broad range of institutions will be engaged to reach new and established faculty, and to provide professional development opportunities for graduate students and post-doctoral fellows. Knowledge surveys coupled to think-aloud interviews and adaptations of published instruments will be used to answer questions regarding students' perception of their learning and their understanding of physical chemistry phenomena as a function of participating in POGIL-PCL experiments. Faculty teaching will be observed and characterized on the basis of facilitation and student engagement. The survey and observational data will be analyzed, in part, through the lens of a theoretical framework for coordination of theory and evidence.

本项目将为教师、博士后和研究生举办过程导向探究学习-物理化学实验室（POGIL-PCL）研讨会。这些研讨会将在全国各地的各种高等教育机构举行。此外，还将继续开发POGIL-PCL实验，这将有助于吸引回归和新的教师参与者来维持项目。在实验室中使用POGIL-PCL材料的学生学习成果将被检查。最后，将分析和促进以实证为基础的以学生为中心的主动学习在实验室中的应用，并描述学生在主动学习实验室环境中实现的学习。该项目将研究一个相互联系的教师社区对这种方法的持续实施的影响。该项目将使用社会网络理论来描述在研讨会上首次介绍后，教师之间的持续互动如何影响材料的采用。广泛的机构将参与其中，以接触新的和现有的教师，并为研究生和博士后研究员提供专业发展机会。知识调查结合出声思考访谈和已出版仪器的改编将用于回答有关学生对他们的学习的看法和他们对物理化学现象的理解作为参与POGIL-PCL实验的功能的问题。教师教学将在促进和学生参与的基础上进行观察和表征。将通过理论和证据协调的理论框架对调查和观测数据进行部分分析。

项目成果

期刊论文数量（5）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Encouraging Student Engagement by Using a POGIL Framework for a Gas-Phase IR Physical Chemistry Laboratory Experiment

通过使用 POGIL 框架进行气相红外物理化学实验室实验来鼓励学生参与

DOI：
10.1021/acs.jchemed.2c00314
发表时间：
2022
期刊：
Journal of Chemical Education
影响因子：
3
作者：
Beck, Jordan P.;Miller, Diane M.
通讯作者：
Miller, Diane M.

Students Thinking Like Physical Chemists Using an Inquiry-Based NMR Experiment

学生使用基于探究的核磁共振实验像物理化学家一样思考

DOI：
10.1021/acs.jchemed.2c00589
发表时间：
2022
期刊：
Journal of Chemical Education
影响因子：
3
作者：
Grushow, Alexander
通讯作者：
Grushow, Alexander

How Should Apples Be Prepared for a Fruit Salad? A Guided Inquiry Physical Chemistry Experiment

DOI：
10.1021/acs.jchemed.0c00517
发表时间：
2020-12-08
期刊：
JOURNAL OF CHEMICAL EDUCATION
影响因子：
3
作者：
Cole, Renee S.;Muniz, Marc;Hunnicutt, Sally
通讯作者：
Hunnicutt, Sally

The Hydrogen Atom Spectrum: Experimental Analysis Using Iterative Model Building

氢原子光谱：使用迭代模型构建进行实验分析

DOI：
10.1021/acs.jchemed.2c00348
发表时间：
2022
期刊：
Journal of Chemical Education
影响因子：
3
作者：
Singleton, Steven M.;Teague, Craig M.;Salter, Carl
通讯作者：
Salter, Carl

Journal of Chemical Education Call for Papers: Special Issue on New Visions for Teaching Chemistry Laboratory

化学教育杂志征文：化学实验室教学新愿景特刊

DOI：
10.1021/acs.jchemed.1c01000
发表时间：
2021
期刊：
Journal of Chemical Education
影响因子：
3
作者：
Grushow, Alexander;Hunnicutt, Sally;Muñiz, Marc;Reisner, Barbara A.;Schaertel, Stephanie;Whitnell, Rob
通讯作者：
Whitnell, Rob