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

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。

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.