CHED 44 |
| Many characteristics of large classes make POGIL implementation difficult. In large classes students may be absent often, arrive late, leave early, or have poor classroom behavior. These factors have a negative effect on meaningful group work. Monitoring group progress, soliciting oral answers and collecting activity reports is also difficult in a large class. However, with some modifications, the POGIL method can be successfully adapted for use in the large classroom. Electronic response systems (clickers), online homework, and IF-AT test forms have all been used to maintain control of group progress. Preliminary test score data suggest that students in the large-class POGIL sections outperform students in the large-class lecture sections. Students in the POGIL section also retained the information better than the lecture section, when assessed at the beginning of the next semester. Finally, it appears that the larger the class, the more favorable the student attitudes toward POGIL. |
|
Process-Oriented Guided Inquiry Learning (POGIL)
8:30 AM-11:35 AM, Sunday, March 25, 2007 McCormick Place North -- Room N231, Level 2, Oral
Division of Chemical Education |