Over the course of the past 25 years tertiary educators have become acutely aware that the traditional model of the college classroom is inefficient. This is especially true in the sciences, and as a result many disciplines have moved toward more active, research and problem-based student learning. Some classic examples of education reform movements are Peer-Led Team Learning (PLTL), Peer-Led Guided Inquiry (PLGI)and Process-Oriented, Guided-Inquiry Learning (POGIL).  In all cases, the classroom focus shifts away from the teacher providing information and toward a more student-centered, process-driven approach where the central goal to immerse ones students in the process of learning. It is hypothesized that in this approach to education, students develop both better problem-solving and higher-order critical thinking skills in the context of the course content.In this paper we will present a case study on the development of an inquiry-based non-science majors chemistry course. This course takes the form of a hybrid lecture-laboratory course and is primarily driven by a process-oriented approach to student learning.  In this capacity we will discuss 1) the use of inquiry-based skills in our course, 2) learning through process and 3) how this approach differs from the more traditional lecture-driven or cookbook (laboratory only) chemistry courses.

Advantage of process-based learning over content-based learning: An inquiry based chemistry course for non-science majors

246th National Meeting (2013)

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