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ERIC Number: EJ1001178
Record Type: Journal
Publication Date: 2012-Jul
Pages: 5
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0021-9584
Positive Impacts Using POGIL in Organic Chemistry
Hein, Sara M.
Journal of Chemical Education, v89 n7 p860-864 Jul 2012
A student-centered learning technique, process-oriented, guided-inquiry learning (POGIL), has been developed as a pedagogical technique that facilitates collaborative and cooperative learning in the chemistry classroom. With the use of this technique, students enhance their higher-order thinking skills and process skills synergistically. In addition, they develop positive relationships with other students in the course. POGIL was recently implemented at a mid-sized, comprehensive public institution and used in the organic chemistry sequence. Comparisons of the ACS exam percentile rankings and incoming proficiency (ACS scores and grade point averages) data were made to determine the extent of the effect that POGIL had on student learning when compared to students who had been taught using traditional methods. Overall, the data provide evidence to suggest that students learning by the POGIL method have a greater grasp of content knowledge than students who learned by the traditional lecture approach, as evidenced by higher final exam scores for POGIL students. The POGIL experience positively impacted students of all levels of proficiency. Difficulties associated with the implementation and perceptions of reform-based learning methods are addressed. (Contains 4 tables and 1 figure.)
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota