Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry

Abstract

It is well established that active learning results in greater gains in student conceptual knowledge and retention compared to traditional modes of learning. However, active learning can be very difficult to implement in a large-enrollment course due to various course and institutional barriers. Herein, we describe the development and implementation of Discovery Learning, a novel active learning discussion/recitation for a large enrollment general chemistry course. Drawing on the very successful cooperative learning pedagogies Process-Oriented Guided Inquiry Learning (POGIL) and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE_UP), Discovery Learning involves students working in self-managed teams on inquiry problems in a unique learning environment, the Chemistry Discovery Center. In this case study, we will describe the design and implementation of Discovery Learning and report data on its successes, which include increased student performance and retention.

Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on Vii Grade Students Affective Competence in Learning Natural Science.

“…Through affective competence of confidence, it will support the implementation of active learning and studentcentered learning. It is same with opinion of Otta et al (2018), who propose that the strength of example non example method is it gives opportunity for students to express their opinion. Through picture analysis and group discussion, they are given opportunity to say their ideas so that they are more active in learning process.…”

Using the LMS for Exam Wrapper Feedback to Prompt Metacognitive Awareness in Large Courses

“…The course was taught using a flipped, structured, active learning approach including online homework (ALEKS, 2020), reading quizzes (Hodges et al, 2015) and clicker question activities in class (Hodges et al, 2017). Students were also required to enroll in smaller weekly discussion sections (Ott et al, 2018) modeled after process-oriented guided inquiry learning (Moog & Spencer, 2008).…”

Feasibility of STEM Teaching Kit for Heat Material Through Simple Technology Design

“…One of the recommended learning models in accordance with the objectives of the 2013 curriculum and the development of 21st century learning in STEM-based learning is discovery learning model [11]. This learning model is a learning model that has the same syntax, namely studentcentered learning [12]. Through learning using the STEM integrated discovery learning model, students are interested in and get a memorable learning experience that raises motivation and interest in learning so that students' learning outcomes increase.…”