A POGIL approach has been implemented in a majors Biochemistry course since the fall of 2008.  A comparison of student learning in POGIL sections versus a more traditional lecture format (taught previously by the same instructor) will be presented.  Analysis of common final exam questions in the two groups provides summative information on student learning. Test items were examined by topic and learning level.  A previous examination of the first semester of POGIL implementation in this upper level course did not show a significant increase or decrease in student learning (N=34) although overall course grades improved.  This presentation compiles three semesters of data (N=76).  Lessons learned in implementation will also be discussed.

Assessment of student learning using POGIL in a biochemistry course

240th National Meeting (2010)

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