Cooperative Learning in Large Sections of Organic Chemistry: Transitioning to POGIL

Canelas, Dorian A.; Hill, Jennifer; Carden, Robert G.

doi:10.1021/bk-2019-1336.ch012

Cited by 6 publications

(11 citation statements)

References 55 publications

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“…He describes a community in which all individuals have a responsibility to contribute to learning and in which the educator oversees these interactions . It is therefore not surprising that a number of classroom frameworks include an emphasis on peer or student–teacher interactions. − Frameworks such as Process-Oriented Guided Inquiry Learning (POGIL), − , Peer-Led Team Learning (PLTL), , and Peer-Led Guided Inquiry (PLGI) use small groups to promote collaborative learning. These inquiry-based pedagogies have resulted in increased performance and retention rates in STEM courses compared to traditional lectures. ,,− Given the increase in student learning and satisfaction, it is understandable why these techniques have seen a surge in popularity.…”

Section: Introductionmentioning

confidence: 99%

“…3 It is therefore not surprising that a number of classroom frameworks include an emphasis on peer or student−teacher interactions. 10−19 Frameworks such as Process-Oriented Guided Inquiry Learning (POGIL), [13][14][15]20 Peer-Led Team Learning (PLTL), 11,12 and Peer-Led Guided Inquiry (PLGI) 19 use small groups to promote collaborative learning. These inquiry-based pedagogies have resulted in increased performance and retention rates in STEM courses compared to traditional lectures.…”

Section: ■ Introductionmentioning

confidence: 99%

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Going Remote: How Teaching During a Crisis is Unique to Other Distance Learning Experiences

Youmans

2020

J. Chem. Educ.

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Concerns over the spread of COVID-19 closed many university campuses during the spring of 2020 and resulted in a shift to remote instruction. This communication argues that the rapid nature of the transition and the circumstances surrounding the pandemic made the experience distinct from traditional online learning. The corresponding community shutdowns impacted students and may have had mental health consequences. This is a concern because depression, stress, and anxiety affect the ability of students to learn. The challenges faced by general chemistry students at a small, private university during this period are described. The implementation of trauma-informed teaching principles to create a supportive learning community and promote resilience are outlined.

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Section: Introductionmentioning

confidence: 99%

Section: ■ Introductionmentioning

confidence: 99%

Going Remote: How Teaching During a Crisis is Unique to Other Distance Learning Experiences

Youmans

2020

J. Chem. Educ.

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“…The final sample included n = 87 articles published between 1999 and 2019. − For clarity, the sample in this work overlaps with the papers discussed in the reviews by Walker and Warfa ( n = 21) and Lo and Mendez ( n = 43); however, it should be noted that Walker and Warfa included dissertations and theses as part of their sample and Lo and Mendez included conference papers as part of their sample. Nevertheless, in both cases the goal of the reviews , was to provide an overview of the efficacy of POGIL as measured by assessments and surveys, with Walker and Warfa having a smaller sample due to the stringent requirements associated with meta-analyses, which require authors to provide sufficient statistical information.…”

Section: Methodsmentioning

confidence: 99%

“…The sample papers were published in 40 different journals, with the three most common journals represented being the Journal of Chemical Education , Chemistry Education Research and Practice , and the Journal of College Science Teaching . References − are the papers included in the review and all other references are articles used to supplement the discussion and provide context.…”

Section: Methodsmentioning

confidence: 99%

“…The primary aim of this paper is to review the extant research on the active learning approach known as Process Oriented Guided Inquiry Learning (POGIL), − which was first discussed in the Journal of Chemical Education over 20 years ago . Given that the implementation of POGIL involves modifying the presentation of content rather than the structure of the curriculum, it is best described as a content-neutral pedagogy. , Researchers and practitioners have applied POGIL to a broad range of contexts, including anatomy and physiology, ,,,, aviation, bioscience, …”

Section: Introductionmentioning

confidence: 99%

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A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice

et al. 2020

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As a pedagogical approach, process oriented guided inquiry learning (POGIL) allows students to socially construct knowledge through iterative cycles that include three steps: exploring a model, inventing a concept, and applying the resulting ideas. A growing body of research indicates that relative to lecture-based approaches, POGIL supports student learning more effectively. In this article, we review research related to POGIL, focusing on the nature of the evidence used to evaluate its impact on student learning, as well as trends related to relevant features of the studies, such as theoretical and methodological choices. We find that this body of research has typically focused on quantitative measures that broadly assess student outcomes, with fewer studies concentrating on qualitative, theory-based explanations of student learning. Moreover, key features of POGIL implementation (e.g., theoretical underpinnings, activity structure, process skills, and student roles) remain understudied. On the basis of the review, we propose suggestions for future research and practice.

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How Students Use Whiteboards and Its Effects on Group Work

Macrie-Shuck

Talanquer

2021

J. Chem. Educ.

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Various strategies have been promoted to increase student engagement in collaborative activities in chemistry courses, including the use of small portable whiteboards where students can represent and share ideas. In this paper, we summarize the results of a study designed to investigate how the use of small portable whiteboards during group work affects student engagement. In particular, we paid attention to how the use of whiteboards affected social processing, knowledge dynamics, and student contributions during in-class tasks in a college general chemistry class. Our findings reveal significant differences in student engagement during activities in which whiteboards are used compared to those in which these tools are not used. Although the use of whiteboards correlated with more instances of knowledge construction, overall effects are mixed, as the use of whiteboards more frequently led groups to split in pairs in the observed class. Our results suggest that the use of whiteboards should be carefully planned and managed by instructors to maximize benefits and reduce potential hindrances to collaborative work.

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Cooperative Learning in Large Sections of Organic Chemistry: Transitioning to POGIL

Cited by 6 publications

References 55 publications

Going Remote: How Teaching During a Crisis is Unique to Other Distance Learning Experiences

Going Remote: How Teaching During a Crisis is Unique to Other Distance Learning Experiences

A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice

How Students Use Whiteboards and Its Effects on Group Work

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