June 23, 2013
June 23, 2013
June 26, 2013
23.56.1 - 23.56.11
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.
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. https://peer.asee.org/19070
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015