Prior research has identified discrete student interactions characterized as phases and bridges during POGIL general chemistry instruction, which uses group activities to foster constructivist learning via investigation of data, formation of trends/relationships/conclusions and application of learned concepts to new situations. As a well-established model developed for practical reasoning, the Toulmin Model of Argumentation reflects scientific thinking effectively. This research analyzed video transcripts of POGIL based general chemistry classes, coding for both the POGIL Phases & Bridges interactions and the Toulmin Model in order to characterize the overlap between the two. Levels of Toulmin arguments found in the group's dialogues were used to assess the overlap of POGIL instruction and their use of scientific thinking. Assessment of when different levels of argument were taking place served as evidence to support claims about POGIL interactions vis-�-vis expert thinking.

Ongoing analysis of interactions and argumentation during process oriented guided inquiry learning (POGIL) in general chemistry

245th National Meeting (2013)

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