Guided and Team-Based Learning for Chemical Information Literacy

Loo, Jeffery

doi:10.1016/j.acalib.2013.01.007

Cited by 22 publications

(10 citation statements)

References 37 publications

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“…POGIL develops special inquiry skills in the learners, including communication, presentation, teamwork, critical thinking, problem-solving and reasoning and enables learners to gain a deeper understanding of the concepts (Ozgelen et al, 2012;Process Oriented Guided Inquiry Learning, 2010;Simonson, 2019). These skills are developed through collaborative work (Loo, 2013) and improve learners' scientific literacy, prepare them for future careers (McGuire & McGuire, 2015) and may also motivate learners to develop into future researchers who are better prepared to face the world (Renee et al, 2019).…”

Section: / 11mentioning

confidence: 99%

Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa

Mamombe

Mathabathe

Gaigher

2021

EURASIA J Math Sci Tech Ed

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This study explored the perceptions of teachers and learners regarding the use of Process Oriented Guided Learning Inquiry Learning (POGIL) to teach stoichiometry. A qualitative case study was carried out at two conveniently and purposively sampled township schools in Pretoria, South Africa. For this purpose, two Grade 11 physical sciences classes were identified where 48 learners and their respective teachers, who had previously been trained to teach using POGIL, gave consent to participate in the study. Data were collected using lesson observations, focus group interviews for learners and interviews for teachers. All data were transcribed and analysed with the aid of ATLAS.ti software for qualitative data analysis. The findings from the observations indicate that the learners were excited, motivated, and actively engaged in their work. They assisted one another by attempting to answer questions supported with justification. The findings from the focus group interviews indicate that the learners were excited to learn using POGIL and wished to use the method in other subjects, including mathematics. The learners had noticed improvements in their grades and understanding of abstract topics. The findings from the teacher interviews indicated that they appreciated POGIL because they found it useful in reducing misconceptions, increasing learner participation, increasing understanding and achievement, and that their learners were more engaged. The results indicate that POGIL increased learners' interest, participation and active learning, while seemingly also improving the learners' understanding of and achievement in abstract topics like stoichiometry. POGIL may be useful in increasing active learning and participation of learners which may lead to increased understanding and achievement.

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Section: / 11mentioning

confidence: 99%

Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa

Mamombe

Mathabathe

Gaigher

2021

EURASIA J Math Sci Tech Ed

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“…Farrell et al, 2013;Walker & Pearce, 2014). Some recent studies have explored the effect of different pedagogical approaches to one-shot sessions, including interactive learning (Loo, 2013;Hsieh et al, 2014), concerns regarding longer term retention persist (Hsieh et al, 2014). Inquiry-based learning (IBL) is a learning approach that embeds information literacy, has potential for greater impact since it involves a longer engagement and immediate relevance to student learning and achievement (McKinney et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

NICE Evidence Search: Student Peers' Views on their Involvement as Trainers in Peer-based Information Literacy Training

Sbaffi

Johnson

Griffiths

et al. 2015

The Journal of Academic Librarianship

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This research seeks to contribute to understanding of peer-based models of information literacy training, through gathering insights from peer trainers (champions) in a scheme designed to promote the use of a national health and social care information portal, Evidence Search (ES), amongst university students in mainly in the health professions. Specifically, this article focuses on the benefits and learning that the peer trainers derive from their involvement in the scheme. This article reports on focus groups conducted with student champions. Findings suggest that champions believe that they have learnt a lot about information searching and evaluation from their engagement as champions, as well as developing their teaching, planning and organisational skills. They now reported using Evidence Search as a first port-of-call for information for an assignment, although they still used Google. Students' choice of queries for their training session was influenced by their recent experience with study units or placements. In addition, many acted as advocates, making recommendations to friends (for study) or colleagues (in practice settings). Questionnaire data showed that champions regarded Evidence Search as credible, trustworthy and reliable, and that their approach to searching for and evaluating information is that of an expert.

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“…Not all of information literacy skills in ACRL framework are addressed. Moreover, there is not enough time to engage students with in-depth discussion and hands on exercise (Loo, 2013). Students would feel frustrated due to overwhelming information (Parang et al , 2000) which leads to lower retention rates (Bean and Thomas, 2010).…”

Section: Discussionmentioning

confidence: 99%

Undergraduate student information self-efficacy and library intervention

Tang

Tseng

2017

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Purpose The purpose of this study is to investigate undergraduate student information self-efficacy to find out how much the students learned from library instruction classes and to determine whether information seeking skills can be developed with a library instruction class. Design/methodology/approach A quantitative research method was conducted to collect survey data and to perform statistical analysis. A Web-based survey was distributed to undergraduate students who were enrolled in the Fall term of 2014. In all, 98 students completed the survey. Findings The study reported that undergraduate students’ capability of information finding, retrieving, analyzing, evaluating and presenting were on and above medium level (M = 3.40). They reported higher skills in information evaluation and information objects and types but lower skills in using catalog/database and organizing/synthesizing information. Students in the multiple library instruction group showed a significantly higher information self-efficacy. One-single instruction has a limited effect on improving information seeking skills. Research limitations/implications The number of students who participated in library instruction classes was relatively low. More data need to be collected to give credence to the findings in the future, and data collected from individual class would yield more accurate result. Originality/value This study extends the literature on information literacy and library instruction. The findings suggest that information literacy instruction should go beyond the one-session mode and should offer hands-on practices that will foster students’ critical thinking behavior more effectively.

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Guided and Team-Based Learning for Chemical Information Literacy

Cited by 22 publications

References 37 publications

Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa

Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa

NICE Evidence Search: Student Peers' Views on their Involvement as Trainers in Peer-based Information Literacy Training

Undergraduate student information self-efficacy and library intervention

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