In the fall of 2012 an action research project was begun in an organic chemistry classroom with the intention of refining the Process Oriented Guided Inquiry Learning (POGIL) methodology in the course.  Instead of merely refining the use of POGIL activities, an unexpected method of instruction was discovered through student feedback throughout the action research project.   The original goal of the project was to identify the strengths students identified within the POGIL activities, determine areas of improvement of the POGIL activities, and to evaluate how student perceptions of POGIL changed throughout the course.  Through the use of the action research design, a new method of instruction using POGIL activities, elements of a flipped classroom model, and use of whiteboards for discussion was discovered that radically transformed the classroom instruction to create a more learner-centered classroom based on the learning cycle model.  The elements of this classroom will be discussed as well as how the action research project led to the new classroom model.  Student feedback will be summarized to show how the project was used to modify classroom instruction.  Student responses to the modifications as they were implemented will also be discussed.  Implications of this model for instruction and how an action research project can be used to improve classroom instruction will be discussed.

Rediscovering the learning cycle:  How an action research project can refine classroom instruction

246th National Meeting (2013)

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