We describe the latest results from an ongoing study to investigate the student learning outcomes in inquiry-based physical chemistry laboratory environments, particularly those employing the POGIL-PCL (Process Oriented Guided Inquiry Learning – Physical Chemistry Laboratory) pedagogy. Three principal research questions guide this study: 1). How do students perceive their own learning along cognitive and affective dimensions during the implementation of POGIL-PCL experiments? 2). How does the nature of the facilitation affect the learning environment at institutions in which POGIL-PCL materials have been adopted? 3). What is the nature of students’ understanding of, and reflection on, select physical chemistry phenomena behind POGIL-PCL experiments? To address these research questions, we employ the following methods: Pre/post academic term administration of a validated instrument from the research literature for determining students’ meaningful learning in the laboratory, analysis of video and audio-recorded observation data via a validated tool from the research literature to characterize facilitation and student activity in the teaching laboratory environment, and think-aloud interviews coupled to knowledge surveys to investigate student understanding of physical chemistry content targeted by specific experiments. A combination of descriptive statistics, regression analysis, and thematic analysis are used to assess the outcomes.

Student learning outcomes in inquiry-based and POGIL physical chemistry (POGIL-PCL) laboratory environments

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.