CHED 47 |
| This study examines the results of using Process Oriented Guided Inquiry Learning (POGIL) instead of traditional lectures in the first semester of a two-semester General Chemistry I course (CHEM 1211) at Armstrong Atlantic State University (AASU) in Savannah, GA. The POGIL treatment was used during one class meeting a week, or for approximately one third of the course content. The principal dependent variable is actual improvement on the standardized American Chemical Society (ACS) General Chemistry exam administered as the final exam at the end of the course as compared to other sections of the same course. Results from a survey administered at the end of the course indicate that POGIL increased the students' confidence and willingness to ask questions in class. The students also reported that they felt that POGIL helped them learn chemistry. The students perceived that POGIL did not improve their performance on chemistry material as evidenced by exam scores, however, the ACS General Chemistry exam scores were, on average, four percentage points higher in the POGIL class than sections of general chemistry taught the previous year by the same instructor in which only traditional lectures were used. Students were more engaged in the course material than in previous years, attended class more regularly, and participated in the class more thoroughly. This presentation will discuss the instructor's role and perspective in the implementation and delivery of content using POGIL and results from the survey and actual exam scores. Support from the AASU Department of Chemistry and Physics to attend a one-day POGIL workshop at SERMACS in 2006 and the NSF for funding the workshop is gratefully acknowledged. |
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POGIL: Process Oriented Guided Inquiry Learning
1:30 PM-4:45 PM, Sunday, April 6, 2008 Hilton New Orleans Riverside -- Magnolia, Oral
Division of Chemical Education |