Process Oriented Guided Inquiry Learning

最近对学习过程的研究已经开始显示学生如何学习以及什么样的环境最有利于学习。有许多障碍阻碍了这些新的教学范式的广泛采用，包括：投资所需的时间进行改变;缺乏测试模型和材料;支持系统，使和鼓励教师继续创新。为了满足这些需求，富兰克林和马歇尔学院、纽约州立大学斯托尼布鲁克和华盛顿学院的合作者为普通化学、有机化学和物理化学教学开发了创新和有效的教学方法和材料。建构主义和学习周期的原则相结合，强调基本的学习过程和学生与学生的互动，创造一个新的教育模式，称为过程导向的引导探究学习（POGIL）。我们开发的实践和材料适用于大或小的教室，有或没有技术的复习部分，以及实验室。这种方法和新材料都已在全国范围内进行了测试，并随时可用。该项目的目标包括教师的发展，传播新的做法，并通过研讨会，咨询和现场访问的创新。正在使用一个创新-采用模式来评估导致创新的传播的各个组成部分。该项目的一个主要目标是建立一个由专家和采用者组成的相互联系的网络，以提高采用率。美国天主教大学的一个研究小组正在评估这个项目的有效性。

Recent research into the learning process has begun to show how students learn and what environments are best to facilitate learning. There are many barriers that have prevented widespread adoption of these new teaching paradigms, including: the investment of time needed to make a change; lack of tested models and materials; and support systems to enable and encourage faculty to continue an innovation. To address these needs, collaborators at Franklin and Marshall College, SUNY Stony Brook, and Washington College have developed innovative and effective teaching methods and materials for General, Organic, and Physical Chemistry instruction. Constructivist and learning cycle principles are combined with an emphasis on essential learning processes and student-student interactions to create a new educational model called Process Oriented Guided Inquiry Learning (POGIL). The practices and materials we have developed are applicable to large or small classrooms, recitation sections with or without technology, and laboratories. The approach and the new materials have all been nationally tested and are readily available. The project goals include faculty development, dissemination of new practices, and adoption of innovation through workshops, consultancies and on-site visits. An Innovation-Adoption Model is being used to assess the various components of dissemination that lead to innovation. A major objective of the project is to create an interconnected network of experts and adopters in order to increase the rate of adoption. A research team at The Catholic University of America is evaluating the effectiveness of this project.