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

该项目将为教师、博士后研究员和研究生举办以过程为导向的研究性学习-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，将继续开展POGIL-PCL实验，这将有助于吸引回来的和新的教员参与者来维持该项目。将检验学生在实验室中使用POGIL-PCL材料所产生的学习结果。最终，将分析和推广实验室中以循证为基础的以学生为中心的主动学习的使用，并将对学生在主动学习实验室环境中实现的学习进行表征。该项目将检验一个相互联系的教职员工社区对这一方法的持续实施所产生的影响。该项目将使用社交网络理论来描述在研讨会上最初介绍材料后，教职员工之间的持续互动如何影响材料的采用。广泛的机构将接触到新的和现有的教师，并为研究生和博士后研究员提供专业发展机会。知识调查结合有声思考访谈和对已发表工具的改编将被用来回答关于学生对他们的学习的看法以及他们对参加POGIL-PCL实验的物理化学现象的理解的问题。教师的教学将在促进和学生参与的基础上进行观察和表征。调查和观测数据将部分地通过理论和证据协调的理论框架进行分析。

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.