The Process-Oriented Guided Inquiry (Discovery) Laboratory

Lamba, Ram S.; Creegan, Frank J.

doi:10.1021/bk-2008-0994.ch016

Cited by 8 publications

(15 citation statements)

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“…In an environment where the instructor has the opportunity to make significant changes to the experiment, or even change the pedagogy of the laboratory program, then there are alternate pedagogical approaches that can be considered that lessen the need to have closely integrated or sequenced learning experiences.. Inquiry-oriented strategies apply a hierarchy of levels to practical tasks (Hegarty, 1978), from structured and guided inquiry (Lamba and Creegan, 2008;Schroeder and Greenbowe, 2008) to fully open-ended tasks (Roth, 1994) that can provide opportunities for students to gain higher-order process skills (Roth and Roychoudhury, 1993) and a greater ability to adopt scientific ways of doing (Spronken-Smith and Walker, 2010). These strategies present mechanisms for the empowered instructor to create a self-contained laboratory learning experience that garners the desired student learning outcomes and a positive perception, as well as more elusive higher order skills, such as self-regulation in the laboratory 65 learning environment.…”

Section: Implications For Practicementioning

confidence: 99%

The timing of an experiment in the laboratory program is crucial for the student laboratory experience: acylation of ferrocene as a case study

Southam

Shand

Buntine

et al. 2013

Chem. Educ. Res. Pract.

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An assessment of the acylation of ferrocene laboratory exercise across three successive years resulted in a significant fluctuation in student perception of the experiment. This perception was measured by collecting student responses to an instrument immediately after the experiment, which includes Likert and open-ended responses from the student. Students in all three years identified technical benefits from the experiment. In years 1 and 3, students also recognised the benefits of improving their conceptual understanding of organic chemistry. However, in Year 2, where background knowledge became a critical and limiting factor, all perception of conceptual understanding as an experiment objective was lost, and only recognition of technical development remained. Analysis of these data also indicated that students who have enough time to complete the experiment also perceive a measure of responsibility for their own learning, whereas time-poor students have an over-reliance on the laboratory notes and demonstrators. Addressing concepts such as these may be the triggers required for time-poor experiments to garner a positive student experience and maximise both the conceptual and technical benefits of the experiment.

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Section: Implications For Practicementioning

confidence: 99%

The timing of an experiment in the laboratory program is crucial for the student laboratory experience: acylation of ferrocene as a case study

Southam

Shand

Buntine

et al. 2013

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

show abstract

“…Based on these identified concerns, Thompson selected materials in week four that focused on facilitating group work. TAs were introduced to the Process -Oriented Guided Inquiry Learning (POGIL) framework as a technique for facilitating group work within the teaching laboratories (Lamba & Creegan, 2008). POGIL is a very popular tool in undergraduate science education that uses self-managed groups to develop science process skills such as data analysis or hypothesis generation.…”

Section: Week Four: Pogil As a Teaching Toolmentioning

confidence: 99%

Design Features of an Effective and Theoretically Grounded Training Program for Undergraduate Teaching Assistants in the Life Sciences

Thompson

Brown

Cotner

et al. 2020

IJDL

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Research over the last decade has indicated that active learning and student-centered instruction lead to better learning outcomes in undergraduate biology courses than traditional methods such as lecturing. This shift in pedagogical approach has been applied to both high-enrollment lecture-based courses as well as smaller laboratory courses. In these laboratory courses, the primary instructor is often a graduate or undergraduate student teaching assistant. Such novice instructors often lack the pedagogical knowledge and experience to implement student-centered instructional practices such as inquiry effectively. Therefore, to fully realize the benefits of inquiry-based laboratories for undergraduate students, the instructors of these courses require support. In this paper, we present a design case for a theoretically and contextually grounded professional development program that provides pedagogical support for undergraduate teaching assistants of a college biology laboratory course. Four undergraduate teaching assistants participated in our 12-week program. These participants were assigned weekly readings, turned in periodic reflective writings, and met with an experienced teaching mentor (Thompson) on a monthly basis. As designers, we grounded our design in the current literature but also built-in flexibility to be responsive to participants’ needs throughout the experience. Participants found it challenging to reflect on pedagogical strategies early in their experience, but found the additional support provided by the program very useful as they developed. Finally, we discuss the participant feedback that is being incorporated into future designs of professional development programming.

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“…Students drew conclusions based on the compiled set of data as a whole, rather than on their individual experimental results. 15 In this way, experiments done by each isolated student team were converted into a meaningful and collaborative investigation 17 of an authentic scientific question. This relatively simple adjustment more accurately reflects the research laboratory environment because it demonstrates to students the obvious advantages of collaboration and replication.…”

Section: Using Collaborative Work To Generate Reliable and Meaningful...mentioning

confidence: 99%

Aligning the Undergraduate Organic Laboratory Experience with Professional Work: The Centrality of Reliable and Meaningful Data

2014

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Many traditional organic chemistry lab courses do not adequately help students to develop the professional skills required for creative, independent work. The overarching goal of the new organic chemistry lab series at Seattle University is to teach undergraduates to think, perform, and behave more like professional scientists. The conversion of experiments that inhibited professional development into simple but authentic studies that generate reliable and meaningful data is described. This strategy seems to help students better assimilate into research groups and could easily be applied to a broad range of experiment types and undergraduate teaching environments.

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The Process-Oriented Guided Inquiry (Discovery) Laboratory

Cited by 8 publications

References 0 publications

The timing of an experiment in the laboratory program is crucial for the student laboratory experience: acylation of ferrocene as a case study

The timing of an experiment in the laboratory program is crucial for the student laboratory experience: acylation of ferrocene as a case study

Design Features of an Effective and Theoretically Grounded Training Program for Undergraduate Teaching Assistants in the Life Sciences

Aligning the Undergraduate Organic Laboratory Experience with Professional Work: The Centrality of Reliable and Meaningful Data

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