Experimenting with the Teaching of Organic Chemistry - the Process-Oriented Guided Inquiry Learning Way

Abstract

Undergraduate students tend to find organic chemistry rather challenging and we as teachers of the subject are constantly trying to find new ways to enthuse students and help them understand and enjoy the subject. Active learning has taken centre stage today and one such student-centric teaching strategy, process-oriented guided inquiry learning has been explored by us. In this article we present our experience, the advantages of this teaching methodology and the likely challenges in implementation.

Techniques adopted in teaching students organic chemistry course for several years

“…(2016) This year, organic chemistry was taught using the problem-solving scaffold (Bodé & Flynn, 2016;Sloop et al, 2016) and analogy approaches, especially in the abstract matter (Samara, 2016). Furthermore, the process-oriented guided inquiry learning (POGIL) (Carneiro et al, 2016), Topic-Specific Pedagogy Content Knowledge (TSPCK) and Content Knowledge (CK) (Davidowitz & Potgieter, 2016) methods were implemented, with various chemistry software such as Chem Office, Hyperchem, and Gaussian 03, used to improve student spatial thinking skills (Wang, 2016).…”

“…The lecturers also tried to improve their course quality using the Topic-Specific Pedagogy Content Knowledge (TSPCK), Content Knowledge (CK) (Davidowitz & Potgieter, 2016), and process-oriented guided inquiry learning (POGIL) (Carneiro et al, 2016). Therefore, they provided an alternative method for students in a group activity to enjoy learning organic chemistry by using the card game and puzzles (Bell et al, 2020).…”

Efektivitas Model Pembelajaran Guided-Inquiry terhadap Kemampuan Berpikir Kritis dan Pemecahan Masalah

“…Model pembelajaran guided-inquiry perlu digunakan dalam proses pembelajaran untuk membuat siswa aktif dalam kegiatan pembelajaran sehingga siswa dapat terlibat dalam proses pemikiran yang mendalam yang akan membantu untuk memecahkan masalah yang terjadi dalam belajar mandiri (Carneiro et al, 2016). Proses pembelajaran model ini juga menuntun siswa bekerja dalam kelompok kecil (Vanags et al, 2013) sehingga setiap anggota kelompok secara aktif menyelesaikan tugasnya masing-masing untuk saling membantu dalam memecahkan masalah bersama.…”

“…Kegiatan berbasis penyelidikan bersifat induktif, memiliki hasil yang tidak ditentukan, dan mengharuskan siswa untuk membuat prosedur mereka sendiri (MacKay & Wetzel, 2014); (Douglas & Chiu, 2012). Siswa lebih banyak terlibat (Carneiro, Parulekar, Shridhar, & Ladage, 2016), mengandung lebih sedikit arahan, dan memberi siswa lebih banyak tanggung jawab untuk menentukan pilihan prosedural daripada format tradisional (Douglas & Chiu, 2012). Pendekatan ini secara efektif memberikan kepemilikan siswa atas kegiatan laboratorium yang menghasilkan siswa menunjukkan peningkatan sikap terhadap instruksi ilmu pengetahuan (Conway, 2014).…”