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过程导向的探究学习-物理化学实验室（POGIL-PCL）研讨会。这些讲习班将在全国各地的各种高等教育机构举行。此外，将有POGIL-PCL实验的持续发展，这将有助于吸引返回和新的教师参与维持该项目。学生的学习成果所产生的POGIL-PCL材料在实验室使用将进行检查。最后，将分析和促进在实验室中使用基于证据的以学生为中心的主动学习，并描述学生在主动学习实验室环境中实现的学习。该项目将研究教师的连接社区对持续实施这种方法的影响。该项目将使用社会网络理论来描述材料的采用是如何影响教师之间的持续互动后，他们在一个研讨会上的初步介绍。 一个广泛的机构将参与接触新的和既定的教师，并为研究生和博士后研究员提供专业发展机会。 知识调查加上有声思维访谈和改编出版的文书将被用来回答有关学生对他们的学习和他们的理解的物理化学现象作为参与POGIL-PCL实验的功能的看法的问题。 教师教学将被观察和特点的基础上促进和学生的参与。 调查和观测数据将部分通过协调理论和证据的理论框架的透镜进行分析。

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.