Making Science Accessible in the Lives of Nonscience Majors Using POGIL and Project-Based Learning

Lees, Amanda B

doi:10.1021/bk-2008-0994.ch015

Cited by 5 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…PjBL in combination with process-oriented guided learning inquiry (POGIL) has been used in a chemistry course taken by predominantly nonscience majors. 58 Use of PBL in Undergraduate Courses and Laboratories to Promote Systems Thinking Due to a larger number of publications which report use of PBL, work on PBL is summarized in three separate subsections: use of PBL in analytical and environmental chemistry, use of PBL in instrumental analysis, use of PBL in general and introductory chemistry, and use of PBL in biochemistry classes.…”

Section: Journal Of Chemical Educationmentioning

confidence: 99%

“…Kahl described an interdisciplinary project involving chemistry and engineering students working together to compare performance and effectiveness of smartphone paper spectrophotometers and traditional spectrophotometers. PjBL in combination with process-oriented guided learning inquiry (POGIL) has been used in a chemistry course taken by predominantly nonscience majors …”

Section: Alignment Between Systems Thinking and Pjbl/pbl Pedagogymentioning

confidence: 99%

See 1 more Smart Citation

Promoting Systems Thinking Using Project- and Problem-Based Learning

Nagarajan

Overton

2019

J. Chem. Educ.

View full text Add to dashboard Cite

With a growing number of global challenges related to the environment, water, public health, and energy, there is an imminent need to teach chemistry in the context of its interconnectedness with other systems. Project-and problem-based learning are student-centered learning approaches which offer educators the opportunity to engage learners in solving complex real-world problems. By choosing a globally relevant project/problem and requiring students to utilize scientific methods to solve the problem, both problem-based learning and project-based learning are excellent strategies for educators to teach chemistry using a systems approach. This review summarizes key research studies which utilize project-and problem-based learning in the context of enabling learners to confront global problems and the wide applicability of these approaches to systems thinking.

show abstract

Section: Journal Of Chemical Educationmentioning

confidence: 99%

Section: Alignment Between Systems Thinking and Pjbl/pbl Pedagogymentioning

confidence: 99%

Promoting Systems Thinking Using Project- and Problem-Based Learning

Nagarajan

Overton

2019

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

“…However, at the same school, the students in the first semester of the two-semester GOB course liked the POGIL materials and thought they worked well . In another study of nonscience majors, a survey was used to determine student’s thoughts on the methods of instruction . This course was unique in that it used both POGIL and project-based instruction .…”

Section: Introductionmentioning

confidence: 99%

“…In another study of nonscience majors, a survey was used to determine student’s thoughts on the methods of instruction . This course was unique in that it used both POGIL and project-based instruction . The POGIL materials were used to teach students some basic chemistry that they then used on a project involving a global or civic issue .…”

Section: Introductionmentioning

confidence: 99%

“…16 This course was unique in that it used both POGIL and project-based instruction. 16 The POGIL materials were used to teach students some basic chemistry that they then used on a project involving a global or civic issue. 16 Surveys of these students found that at least 80% liked the guided-inquiry approach along with the fact that their performance exceeded their expectations.…”

Section: ■ Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of Guided Inquiry versus Lecture Instruction on Final Grade Distribution in a One-Semester Organic and Biochemistry Course

Conway

2014

J. Chem. Educ.

View full text Add to dashboard Cite

A comprehensive guided-inquiry approach was used in a combined organic and biochemistry course for prenursing and predietetics students rather than lecture. To assess its effectiveness, exam grades and final course grades of students in three instructional techniques were compared. The three groups were the following: (i) lecture only, (ii) lecture for the biochemistry portion and guided inquiry for the organic material, and (iii) all guided inquiry, all with the same instructor covering the same material and using the same style of assessments. When the final exam grades and the course grades of students were compared, guided-inquiry and partial guided-inquiry students had a statistically significant improvement in these grades over students taught by lecture only. This study demonstrates that guided inquiry is effective in nonscience majors' classes, for which content is often tailored to the audience.

show abstract

Guided inquiry activities for learning about the macro‐ and micronutrients in introductory nutrition courses

Smith

Purcell

Vaughan

2015

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Most students enroll in general education introductory nutrition classes because they want to improve their diets in order to lose weight or enhance athletic performance. These nonscience majors are often less interested in learning about the fundamental biochemical principles underlying nutrition or are surprised that this foundational knowledge of biochemistry is essential for appropriate diet planning. Furthermore, nonscience majors sometimes find traditional, lecture-oriented science classes that encourage competition rather than collaboration to be uninviting and unappealing. For these reasons, we have developed a set of guided inquiry activities about macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) for use in introductory nutrition courses for nonscience majors. In our first study (Spring 2012), we divided students into two groups with two different approaches for learning about the macronutrients: (1) a traditional, lecture-based approach and (2) an active learning approach with guided inquiry activities. We showed through the use of embedded common exam questions that students mastered concepts related to the macronutrients equally well using either approach. Due to positive student and faculty feedback from the first study, we decided to have all students use the guided inquiry approach in a subsequent study the following year (Spring 2013). In our second study we used pre/post survey data to evaluate both students' concept mastery and confidence in answering questions about the macro- and micronutrients. We found that (1) students showed gains in both concept mastery and confidence and (2) as students' confidence increased, post-test concept scores also increased.

show abstract

Making Science Accessible in the Lives of Nonscience Majors Using POGIL and Project-Based Learning

Cited by 5 publications

References 0 publications

Promoting Systems Thinking Using Project- and Problem-Based Learning

Promoting Systems Thinking Using Project- and Problem-Based Learning

Effects of Guided Inquiry versus Lecture Instruction on Final Grade Distribution in a One-Semester Organic and Biochemistry Course

Guided inquiry activities for learning about the macro‐ and micronutrients in introductory nutrition courses

Contact Info

Product

Resources

About