Proposal Title

Teaching Interventions and Student Attitudes About POGIL

Proposal Abstract

This presentation reports on formative evaluation, including test results, for three classes using the Process Oriented Guided Inquiry Learning (POGIL) model. The study compares student attitudes with scores on final tests in the POGIL classes, and compares performance in POGIL to a previous term's lecture-interactive models of teaching. Analysis of data addresses several concerns in the implementation of the POGIL model: Does the POGIL model allow enough support for individual students, including sufficient advance organizers, feedback, and meaningful repetition and reflection? Does the POGIL model provide too little student-faculty interaction? Discussion of results will focus on levels of learning outcomes, and features of the two models compared to principles of instructional design and principles of teaching in higher education.

Full Proposal

This presentation will analyze strategic adjustments in teaching interventions to improve student learning and attitudes while maintaining the rigor required for effective implementation of a Process Oriented Guided Inquiry Learning (POGIL) model. The study examines outcomes in a chemistry course taken by nursing majors, examines data across two semesters on test scores and student perceptions assessed in formative evaluation about midway into the course and a Student Assessment of Learning Gains (SALG) at the end.

Objectives:

1. Examine architecture or the POGIL model, its purpose, and its prescriptions for implementation. 2. Review research studies on POGIL outcomes. 3. Compare content delivery, final grades, and perceived learning gains and experiences in POGIL to a Lecture-Interactive delivery of the same course, using the same test, materials, and activities.

This presentation will provide structured questions for audience responses to POGIL constructs and ideas on implementation. Rationales for selection of the data sets from multiple sources will be described and the audience will be invited to analyze their relationships. Then data outcomes will be presented, showing that students learn more, but don't feel they learn more, allowing discussion of this perplexity; strategic adjustments then will be described, with follow-up data on the learning outcomes and students' perceptions. Fall 2005, fall 2006, and spring 2007 data will be analyzed to identify strengths, improvements, and insights (SSI).

Location

Room 1909

Publication Type and Release Option

Presentation (Open Access)

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Nov 1st, 9:00 AM Nov 1st, 9:45 AM

Teaching Interventions and Student Attitudes About POGIL

Room 1909

This presentation reports on formative evaluation, including test results, for three classes using the Process Oriented Guided Inquiry Learning (POGIL) model. The study compares student attitudes with scores on final tests in the POGIL classes, and compares performance in POGIL to a previous term's lecture-interactive models of teaching. Analysis of data addresses several concerns in the implementation of the POGIL model: Does the POGIL model allow enough support for individual students, including sufficient advance organizers, feedback, and meaningful repetition and reflection? Does the POGIL model provide too little student-faculty interaction? Discussion of results will focus on levels of learning outcomes, and features of the two models compared to principles of instructional design and principles of teaching in higher education.