Yang, E. (2013, June), A Hybrid Approach to Teaching Materials Science Using POGIL and Active Learning Activities  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19070

\bibitem{asee_peer_19070}
  Yang, E. (2013, June), \emph{A Hybrid Approach to Teaching Materials Science Using POGIL and Active Learning Activities}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19070

Eunice Yang.  "A Hybrid Approach to Teaching Materials Science Using POGIL and Active Learning Activities".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19070 Internet.  23 Apr, 2024

\bibitem{asee_peer_19070}
  Eunice Yang.
  "A Hybrid Approach to Teaching Materials Science Using POGIL and Active Learning Activities".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19070 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_19070
author = "Eunice Yang"
title = "A Hybrid Approach to Teaching Materials Science Using POGIL and Active Learning Activities"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19070}
number = {10.18260/1-2--19070}
}

TY  - CPAPER
AB  -       Teaching Material Science Using a Hybrid of POGIL and Micro- Literature Research ProjectsThe purpose of this research was to measure the effectiveness of using a hybrid of the guided inquirylearning with micro- literature research projects in an undergraduate Materials Science course.Quantitative learning was measured using pre- and post test results of the Materials Concept Inventory(MCI). Qualitative learning was measured using attitude surveys formatively and summatively.A hybrid approach was utilized as literature research showed that 1) the advantage of quantitativelearning between traditional lectures and process oriented guided inquiry learning (POGIL) in anengineering materials science class was not significant 2) students in engineering seemed less satisfiedwith POGIL primarily due to students proceeding with their learning without being reassured that theywere on the right track and 3) POGIL was more effective than traditional lectures at developingstudents’ abilities to be critical thinkers and solve conceptual problems. Based upon these findingsstudents applied critical/problem solving skills in micro- projects/presentations throughout thesemester. In terms of the cognitive learning model, student surveys showed that the hybrid approachprovided opportunities for students to incorporate new knowledge into their existing knowledge base,correct misconceptions, and reinforce new information.The results of the MCI scores were comparable to that of other large institutions. Students’ attitudestowards the hybrid presentation of material science were positive and well received.
AU  - Eunice Yang
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - A Hybrid Approach to Teaching Materials Science Using POGIL and Active Learning Activities
UR  - https://peer.asee.org/19070
DO  - 10.18260/1-2--19070
ER  -