June 15, 2014
June 15, 2014
June 18, 2014
24.1313.1 - 24.1313.8
Use of Process Oriented Guided Inquiry Learning for Introduction to MaterialsActive learning techniques are being increasingly used within engineering because of the improvedstudent outcomes that result (Prince & Felder, 2006). One such approach is Process Oriented GuidedInquiry Learning (POGIL). In a POGIL class the students work in teams to complete a series of questionsthat take them through the learning cycle (Abraham & Renner, 1986; Lawson, 1995; Renner, 1985) todevelop concepts on their own (Farrell, Moog, & Spencer, 1999; Hanson & Wolfskill, 2000). WhilePOGIL has been used extensively within chemistry, its first use in engineering has occurred withinmaterials engineering (self-citations removed for blind review). Research is needed to understand howPOGIL is used within engineering and its effectiveness compared to traditional lectures. The researchquestions addressed by this study are: 1) Does POGIL lead to increased understanding of materialsengineering concepts compared to a lecture class; 2) How is POGIL implemented across diverse types ofuniversities?POGIL was used for the Introduction to Materials class in four universities in the USA with distinctlydifferent characteristics. Class materials such as the syllabus, homework and exam questions, readingassignments, and student goals and goal reflections were collected for each class, and were analyzedusing content analysis. At each university a lecture class was used as a control, and quantitativemeasurements of student learning and perceived learning gains were collected through the MaterialsConcept Inventory and the Student Assessment of Learning Gains.Quantitative results from one academic year show that the POGIL classes led to increased gains on theMCI compared to lecture classes. For three of the four schools the gain is not statistically significant, butstill exhibits this trend. Content analysis of course materials and student reflections shows that theemphasis the students see in the class reflects differences in the populations at each institution. Resultsfrom the use of POGIL within chemistry (Farrell, et al., 1999; Hanson & Wolfskill, 2000), and from theuse of other active learning techniques in engineering (Prince & Felder, 2006), show that students learnmore when these techniques are used. Our preliminary results suggest that this finding holds for the use ofPOGIL in engineering. More broadly, the results show how the use and effectiveness of POGIL isaffected by the type of university. The results will provide guidance for other educators seeking to useactive learning techniques in their own classrooms.Abraham, M. R., & Renner, J. W. (1986). The sequence of learning cycle activities in high school chemistry. Journal of Research in Science Teaching, 23(2), 121-143.Farrell, J. J., Moog, R. S., & Spencer, J. N. (1999). A guided inquiry general chemistry course. Journal of Chemical Education, 76(4), 570-574.Hanson, D., & Wolfskill, T. (2000). Process workshops - a new model for instruction. Journal of Chemical Education, 77(1), 120-130.Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont, CA: Wadsworth Publishing Company.Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.Renner, J. W. (1985). The importance of the form of student acquisition of data in physics learning cycles. Journal of Research in Science Teaching, 22(4), 303-325.
Douglas, E. P., & Raymond, T. M., & Waters, C., & Hughes, W. L., & Koro-Ljungberg, M., & Miller, M. D. (2014, June), Use of Process Oriented Guided Inquiry Learning for Introduction to Materials Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23246
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