Guided-Inquiry Experiments for Physical Chemistry: The POGIL-PCL Model

Abstract

The POGIL-PCL project implements the principles of process-oriented, guided-inquiry learning (POGIL) in order to improve student learning in the physical chemistry laboratory (PCL) course. The inquiry-based physical chemistry experiments being developed emphasize modeling of chemical phenomena. In each experiment, students work through at least two learning cycles in which they make predictions, collect data, model the data, and discuss its meaning. The design of the student laboratory experiences resembles the apprenticeship model of research because students carry out an experiment with faculty guidance to determine which parameters are best modified in subsequent trials of the same experiment. The POGIL-PCL model is illustrated using the example: “What are the kinetic parameters of a heterogeneous reaction?” Typical student results and responses are discussed.

Perkembangan Model Mental Mahasiswa pada Penggunaan Bahan Ajar Kesetimbangan Kimia berbasis Inkuiri Terbimbing

“…Model mental yang tidak benar pada materi kesetimbangan kimia berakibat pada ketidakpahaman konsep-konsep kimia selanjut nya seperti Asam Basa, Larutan Penyangga, Hidrolisis Garam, Kelarutan dan Hasil Kali Kelarutan (Ksp), Sifat Koligatif Larutan, dan sebagainya (Bergquist & Heikkinen, 1990 (Supasorn & Promarak, 2015;The College Board, 2013;The College Board, 2012;Hunnicutt, Grushow, & Whitnell, 2015;Kuhlthau, Maniotes, & Caspari, 2007). Cullen dan Pentecost (Cullen & Pentecost, 2011) menyatakan bahwa pembelajaran inkuiri meng arahkan mahasiswa untuk memperbaiki penge tahuan sebelumnya kemudian diarahkan mene mukan konsep menggunakan model.…”

Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry

“…Specialized learning spaces are not required, as POGIL activities have been implemented in small (Farrell, Moog, & James N. Spencer, 1999;Hinde & Kovac, 2001) and large (Lewis & Lewis, 2005;Moog et al, 2009) class environments, as well as in recitations (Hanson & Wolfskill, 2000). POGIL has also been used for laboratory instruction (Hunnicutt, Grushow, & Whitnell, 2015). Within the chemistry field, POGIL curricula have been created for general chemistry (Garoutte & Mahoney, 2015), organic chemistry (Ruder, 2015), biochemistry (Loertscher & Minderhout, 2011), physical chemistry (Spencer, Moog, & Farrell, 2012), and analytical chemistry (Lantz & Cole, 2014a, 2014b.…”

“…Discovery Learning, however, is distinguished from POGIL in multiple ways. First, Discovery Learning is a discussion/recitation that complements traditional lecture while POGIL was designed to replace lectures and is also used for laboratory instruction (Hunnicutt et al, 2015). Given this distinction, POGIL is typically students' first exposure to material, while Discovery Learning could come before or after students are exposed to the material through reading, lecture, or other means.…”

Microscopic Observation of Solid-Liquid Reaction: A Novel Laboratory Approach to Teaching Rate of Reaction

“…Other applications which may be used could include the dissolution process of soluble solids, precipitation and crystal growth. These learning activities might be implemented in an inquiry setting such as using Process Oriented Guided Inquiry Learning (POGIL) as described by [22].…”