Abstract
This session will provide an initial report on student learning and attitudes for an upper level biochemistry course using the Process Oriented Guided Inquiry Learning (POGIL) model based on the constructivist learning cycle. Student learning of biochemistry through the POGIL approach is compared to a previous term's lecture-interactive model of teaching. Student perception of learning is also examined using a Student Assessment of Learning Gains (SALG) summative evaluation. This session will also report on differences in the author's implementation of POGIL in two class populations (upper level major) vs. (entry level non-major). Implementation differences address the following concerns about POGIL: Does the amount of guidance vary with the level of the student? Does the amount learning through constructivism vary with the level of student? The objectives of the session include providing a brief introduction to guided inquiry, describing evaluation methods for guided inquiry classes, and discussing implementation influences such as course level on guided inquiry activities.
Location
Room 2911
Recommended Citation
Frost, Laura DeLong, "Guided Inquiry in an Upper Level Vs. Lower Level Undergraduate Course" (2009). SoTL Commons Conference. 109.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/109
Guided Inquiry in an Upper Level Vs. Lower Level Undergraduate Course
Room 2911
This session will provide an initial report on student learning and attitudes for an upper level biochemistry course using the Process Oriented Guided Inquiry Learning (POGIL) model based on the constructivist learning cycle. Student learning of biochemistry through the POGIL approach is compared to a previous term's lecture-interactive model of teaching. Student perception of learning is also examined using a Student Assessment of Learning Gains (SALG) summative evaluation. This session will also report on differences in the author's implementation of POGIL in two class populations (upper level major) vs. (entry level non-major). Implementation differences address the following concerns about POGIL: Does the amount of guidance vary with the level of the student? Does the amount learning through constructivism vary with the level of student? The objectives of the session include providing a brief introduction to guided inquiry, describing evaluation methods for guided inquiry classes, and discussing implementation influences such as course level on guided inquiry activities.
