High school students in ninth and tenth-grade biology and chemistry classes were part of a study to determine how incorporating POGIL (Process Oriented Guided Inquiry Learning) roles in science classes with and without tablet PC's influenced students' group interactions and preferences for various learning methods. The PC's were equipped with web-based technology (Ubiquitous Presenter) to see how the new technology enhanced inter-group collaboration. Students' interactions were recorded in three teaching settings (traditional instruction, POGIL roles, and POGIL roles combined with tablet PC's) and transcribed for more detailed analysis. Tablet PC's were shown to make viewing and sharing of data much easier. Preliminary analysis of the students' recorded interactions, taken for each teaching method, will be presented. Students' interactions will be used to probe the strengths and weaknesses of using POGIL roles and web-based collaborative software in the classroom. Suggestions for implementation will be made.

Studying student interactions in science classrooms: The effect of POGIL and web-based collaborative software

246th National Meeting (2013)

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