Teaching Interventions and Student Attitudes About POGIL

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.

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Room 1909

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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.