The results of chemistry education research provide a significant resource to inform teaching strategies and the design of instructional materials at both the high school and undergraduate levels. Discourse analysis provides a lens to explore how the nature of active learning materials influences student argumentation and development of concepts, which can help authors and instructors make informed decisions in the design of materials. This presentation will focus on the results of a study investigating classroom discourse in a physical chemistry classroom using process oriented guided inquiry learning (POGIL) materials. The findings from this study provide insight as to the functionality of the materials and their ability to encourage argumentation and translation. We will also discuss how these findings can assist others in designing chemistry materials and facilitation strategies that encourage productive student discourse and collaboration. <br/>

Using discourse analysis to inform the design of active learning materials

253rd National Meeting (2017)

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