Process Oriented Guided Inquiry Learning (POGIL) is a pedagogical technique that has received widespread adoption as a way to engage students. While POGIL activities have been demonstrated to be effective, one potential improvement is to increase the number of activities that incorporate everyday context, since relatively few current activities use context to engage students in the content. We have created an undergraduate research experience around writing context-based POGIL activities. This past summer, four students worked together to write activities. The program started with workshops that introduced the students to the pedagogical technique and to key aspects of writing POGIL activities. Students then identified the everyday context, chemistry content and process skills they wanted to incorporate into their activity. As students made progress on the activities, students provided feedback to each other. Students provided each other weekly help with identifying appropriate models. Once the first set of critical thinking questions was completed for each activity, each student answered the questions from the other activities and identified questions that were confusing. Later in the process, students compared the answers that were provided by the other students to the answers each author was expecting for each question. In this presentation, the research experience will be described, along with examples of the activities that were created by the students.

Creating context-based POGIL activities: An undergraduate research experience

ACS Spring 2022

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