The aim of this research project is to assess student performance in a second term general chemistry course, in which Process Oriented Guided Inquiry Learning (POGIL) was the primary method of instruction during recitations. POGIL, a type of active learning, is a student-centered, group-learning pedagogical technique consisting on students working in small, self-managed teams on specially designed guided inquiry activities. This project assesses whether the instruction of general chemistry content in recitations that were taught with climate change and environmental context-based POGIL activities has an effect on students’ final exam performance when compared to content in recitations that was taught with traditional POGIL (chemistry content only) activities. Approximately, half of the recitation sessions were instructed with climate change and environmental context-based POGIL activities. Student performance on final exam questions related to content learned with climate change and environmental context-based POGIL activities will be compared to performance on questions related to traditional POGIL activities.

Analysis of the effects of climate change and environmental POGIL activities on student performance

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.