POGIL Methods to Assess and Improve Student Learning of Abstract Chemical Concepts
Abstract
Process Oriented Guided Inquiry Learning (POGIL) is one of the largest pedagogical reform movements in college-level chemistry teaching. The Guilford College Chemistry Department implements POGIL across the first three years of a standard chemistry curriculum. During their introductory semester, students must learn the mole concept, a solid understanding of which is necessary throughout the entire curriculum. Students often find it difficult to gain a thorough understanding of this concept. Our goal was to assess student learning of the mole concept using POGIL pedagogy with available curricular materials and whether learning improved with the use of materials modified according to our assessment work. We developed a diagnostic tool that was administered to students in a pre-test/post-test fashion, the results of which guided our curricular modifications. We will discuss the implications for further improvements that address the learning of abstract concepts essential for building a strong foundation in a discipline.
Location
Concourse
Recommended Citation
Webster, Gail and Whitnell, Robert, "POGIL Methods to Assess and Improve Student Learning of Abstract Chemical Concepts " (2009). SoTL Commons Conference. 85.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/85
POGIL Methods to Assess and Improve Student Learning of Abstract Chemical Concepts
Concourse
Process Oriented Guided Inquiry Learning (POGIL) is one of the largest pedagogical reform movements in college-level chemistry teaching. The Guilford College Chemistry Department implements POGIL across the first three years of a standard chemistry curriculum. During their introductory semester, students must learn the mole concept, a solid understanding of which is necessary throughout the entire curriculum. Students often find it difficult to gain a thorough understanding of this concept. Our goal was to assess student learning of the mole concept using POGIL pedagogy with available curricular materials and whether learning improved with the use of materials modified according to our assessment work. We developed a diagnostic tool that was administered to students in a pre-test/post-test fashion, the results of which guided our curricular modifications. We will discuss the implications for further improvements that address the learning of abstract concepts essential for building a strong foundation in a discipline.
