Process Oriented Guided Inquiry Learning Pogil

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  • Format: Hardcover
  • Copyright: 2008-09-29
  • Publisher: American Chemical Society

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The volume begins with an overview of POGIL and a discussion of the science education reform context in which it was developed. Next, cognitive models that serve as the basis for POGIL are presented, including Johnstone's Information Processing Model and a novel extension of it. Adoption, facilitation and implementation of POGIL are addressed next. Faculty who have made the transformation from a traditional approach to a POGIL student-centered approach discuss their motivations and implementation processes. Issues related to implementing POGIL in large classes arediscussed and possible solutions are provided. Behaviors of a quality facilitator are presented and steps to create a facilitation plan are outlined. Succeeding chapters describe how POGIL has been successfully implemented in diverse academic settings, including high school and college classrooms, with both science and non-science majors. The challenges for implementation of POGIL are presented, classroom practice is described, and topicselection is addressed. Successful POGIL instruction can incorporate a variety of instructional techniques. Tablet PC's have been used in a POGIL classroom to allow extensive communication between students and instructor. In a POGIL laboratory section, students work in groups to carry outexperiments rather than merely verifying previously taught principles. Instructors need to know if students are benefiting from POGIL practices. In the final chapters, assessment of student performance is discussed. The concept of a feedback loop, which can consist of self-analysis, student and peer assessments, and input from other instructors, and its importancein assessment is detailed. Data is provided on POGIL instruction in organic and general chemistry courses at several institutions. POGIL is shown to reduce attrition, improve student learning, and enhance process skills.

Author Biography

Richard S. Moog is Professor of Chemistry at Franklin & Marshall College. He is the Project Coordinator for the Middle Atlantic Discovery Chemistry Project (MADCP) and is Principal Investigator for the NSF-funded National Dissemination project in Process Oriented Guided Inquiry Learning (POGIL).
James N. Spencer is Emeritus Professor of Chemistry at Franklin & Marshall College. He served as chair of the ACS Task Force on the General Chemistry Curriculum, and was a founding member of the Council on Undergraduate Research. He is the 2005 recipient of the Pimentel Award in Chemical Education.
Books by the same authors Chemistry: A Guided Inquiry 4th Edition, R. S. Moog and J. J. Farrell; John Wiley & Sons: New York, 2008. Instructor's Manual, Solution Manual and Instructor's Supplemental Materials also available.
Chemistry: Structure and Dynamics, 4th Edition , J. N. Spencer, G. M. Bodner, L. H. Rickard; John Wiley & Sons: New York, 2008. Solutions Manual and Test Bank also available.
Physical Chemistry: A Guided Inquiry Atoms, Molecules, and Spectroscopy , R. S. Moog, J. N. Spencer, J. J. Farrell; Houghton Mifflin: Boston, 2004. Instructor's Guide and Solutions Manual also available.
Physical Chemistry: A Guided Inquiry Thermodynamics , J. N. Spencer, R. S. Moog, J. J. Farrell; Houghton Mifflin: Boston, 2004. Instructor's Guide and Solutions Manual also available.

Table of Contents

Acknowledgmentsp. xi
POGIL: An Overviewp. 1
A Cognitive Model for Learning Chemistry and Solving Problems: Implications for Curriculum Design and Classroom Instructionp. 14
Information Overload, Rote Memory, and Recipe Following in Chemistryp. 26
Advice from a Sage Who Left the Stage: How to Have a Successful POGIL Journeyp. 40
Phasing into POGILp. 48
POGIL Implementation in Large Classes: Strategies for Planning, Teaching, and Managementp. 60
Facilitation: The Role of the Instructorp. 72
What Do Students Experience during POGIL Instruction?p. 85
A Theory-Based Evaluation of POGIL Workshops: Providing a Clearer Picture of POGIL Adoptionp. 98
POGIL in the High School Chemistry Classroomp. 112
POGIL in the General, Organic, and Biological Chemistry Coursep. 120
POGIL in Chemistry Courses at a Large Urban University: A Case Studyp. 131
POGIL in the Physical Chemistry Classroomp. 146
Enhancing the POGIL Experience with Tablet Personal Computers: Digital Ink in the Learner-Centered Classroomp. 155
Making Science Accessible in the Lives of Nonscience Majors Using POGIL and Project-Based Learningp. 171
The POGIL (Discovery) Laboratoryp. 184
Implementing POGIL in a Multiple Section Laboratory Coursep. 198
Assessing POGIL Implementationsp. 211
A Multiinstitutional Assessment of the Use of POGIL in Organic Chemistryp. 224
Using an ACS General Chemistry Exam to Compare Traditional and POGIL Instructionp. 238
Author Indexp. 251
Subject Indexp. 253
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