The role of pedagogical tools in active learning: a case for sense-making

Evidence from the research literature indicates that both audience response systems (ARS) and guided inquiry worksheets (GIW) can lead to greater student engagement, learning, and equity in the STEM classroom. We compare the use of these two tools in large enrollment STEM courses delivered in different contexts, one in biology and one in engineering. The instructors studied utilized each of the active learning tools differently. In the biology course, ARS questions were used mainly to check in with students and assess if they were correctly interpreting and understanding worksheet questions. The engineering course presented ARS questions that afforded students the opportunity to apply learned concepts to new scenarios towards improving students conceptual understanding. In the biology course, the GIWs were primarily used in stand-alone activities, and most of the information necessary for students to answer the questions was contained within the worksheet in a context that aligned with a disciplinary model. In the engineering course, the instructor intended for students to reference their lecture notes and rely on their conceptual knowledge of fundamental principles from the previous ARS class session in order to successfully answer the GIW questions. However, while their specific implementation structures and practices differed, both instructors used these tools to build towards the same basic disciplinary thinking and sense-making processes of conceptual reasoning, quantitative reasoning, and metacognitive thinking.Comment: 20 pages, 5 figure

What Interactive Strategies Promote Engagement for English Language Learners in a Post-Secondary Science Classroom?

The attendance rate of international students has nearly doubled in U.S colleges (Bergey et al., 2019). Many English Language Learners (ELL) are learning the English language while attending regular subject classes, such as biology. There can be many difficult challenges that arise for ELLs in science classes, such as the complex vocabulary of scientific terms. ELL students struggle in science classrooms and have less engagement in the material because of the language barrier and the complexity of the content (Short et al., 2011). Interactive lecturing is a great way to promote engagement in a science classroom with ELLs. Interactive Lecturing combines an interactive lecture with active learning strategies to create a learning environment where students are the center of the lecture (Barkley & Major, 2018). Incorporating interactive strategies in the classroom can help ELLs learn the material and vocabulary because they are practicing the vocabulary in multiple ways. The project created was a website of various interactive strategies that teachers can use in their diverse science classrooms. The strategies in the website provide science instructors with resources but can be adapted for other disciplines as well. The research question addressed in this project is, What interactive strategies promote engagement for English Language Learners in a post-secondary science setting? The overall goal of this project is to compile a variety of interactive strategies that instructors can try in their diverse classrooms

Educational Reforms and Implementation of Student-Centered Active Learning in Science at Secondary and University Levels in Qatar

The Qatari government has made significant changes in the organization and staffing of schools over the past decade in an effort to improve the academic performance of school-aged citizens. Of interest is the need to encourage teachers to move from a didactic teacher-led mode of instruction to one that is more student-centred, but also teacher-guided, which encourages the development of critical thinking, problem solving, inquiry, and investigative skills. In this article, we discuss past and current educational changes and developments in Qatar with an emphasis on an initiative in chemistry that explored the utility and cultural transferability of student inquiry learning approaches to improve student conceptual understanding as well as their attitudes and self-efficacy. Based on the current activities described in this article, we argue that the developments and commitment to educational reform in Qatar can act as a guide for other nations that wish to move from a didactic teaching to a more student-centred approach

Critical Components of Formative Assessment in Process-Oriented Guided Inquiry Learning for Online Labs

In the traditional lab setting, it is reasonably straightforward to monitor student learning and provide ongoing feedback. Such formative assessments can help students identify their strengths and weaknesses, and assist faculty to recognize where students are struggling and address problems immediately. But in an online virtual lab setting, formative assessment has challenges that go beyond space-time synchrony of online classroom. As we see increased enrollment in online courses, learning science needs to address the problem of formative assessment in online laboratory sessions. We developed a student team learning monitor (STLM module) in an electronic health record system to measure student engagement and actualize the social constructivist approach of Process Oriented Guided Inquiry Learning (POGIL). Using iterative Plan-Do-Study-Act cycles in two undergraduate courses over a period of two years, we identified critical components that are required for online implementation of POGIL. We reviewed published research on POGIL classroom implementations for the last ten years and identified some common elements that affect learning gains. We present the critical components that are necessary for implementing POGIL in online lab settings, and refer to this as Cyber POGIL. Incorporating these critical components are required to determine when, how and the circumstances under which Cyber POGIL may be successfully implemented. We recommend that more online tools be developed for POGIL classrooms, which evolve from just providing synchronous communication to improved task monitoring and assistive feedback

Collaborative Learning for Information Security Topics: A Pilot Study

Collaborative learning has seen a growing popularity in computing education with promising results. The purpose of this research study is to determine if the collaborative guided learning pedagogy is valid for the diverse information security-related topics. We have developed and tested on three security topics and learning activities, including input validation, security in operating systems, and SQL injection in the pilot study. Applied pre-test and post-test surveys to measure the effectiveness of the learning experiences. We have conducted statistical analysis and qualitative analysis to compare the pre- and post-surveys results. Furthermore, we found that team experience is helpful to research with security topics, and more time allowed for the activity could benefit the learning experience

Comparing the Process Oriented Guided Inquiry Learning (POGIL) Method to an Independently Developed Guided Inquiry Method (InDGIM) in a High School Academic Chemistry Course.

A nonequivalent, control group, pretest-posttest design was used to investigate student achievement in secondary chemistry. This study investigated the effects of process oriented guided inquiry learning (POGIL) pedagogy in high school chemistry classes compared to that of an independently designed guided inquiry method (InDGIM). Data were collected from chemistry students from four college-prep chemistry classes in the same high school, over the course of the academic year, using the Particulate Nature of Matter (ParNoMA2) test, the Group Assessment of Logical Thinking (GALT), unit tests, and the final exam. DataAll data waswere analyzed using a 2 x 2 Factorial Analysis of Covariance. This ANCOVA examined the main effects of group and gender on test results. The results show that there are no statistical differences in outcomes between the POGIL and the InDGIM group, nor are there statistical differences in performance between males and females with either approach, although females perform better than males overall. There are no interaction effects between group and gender. Students in the lowest quartiles, as per their Keystone Algebra scores (an end-of-course assessment designed by the Commonwealth of Pennsylvania to assess proficiency in multiple subjects) show no differences in performance with either methodology, whereas students in the upper quartile in the InDGIM group perform better than those in the POGIL group. Students perform better on almost all of the unit tests and the final exam when taught with the InDGIM rather than the POGIL approach. The results of the Keystone Biology test is a better indicator of student success in chemistry compared to the results on the Keystone Algebra test. Regression analysis indicates that students with higher Keystone Biology scores are 34.8% more likely to earn a higher score on the chemistry final exam and are 20% more likely to earn a higher final grade in the chemistry course. Keywords: active student-centered pedagogy, chemistry education, cooperative learning, group assessment of logical thinking, GALT, inquiry, independently developed guided inquiry method, particulate nature of matter, ParNoMA2, process oriented guided inquiry learning, POGIL, socialization

A Look at the Effectiveness of High School Chemistry Curriculum in Preparing Students for ACT

In the ever-changing world, students are challenged with cultivating the skills and knowledge needed to handle the pace and level of understanding required to excel in their future. The foundation for a student\u27s future begins in their formative years, but high school is a prime environment for nurturing the applied, critical thinking, and problem-solving skills needed to move forward into independent, adult life. Mississippi schools are ranked by an accountability score, which is used to determine fund allocation and the development of improvement plans. This score is compiled by looking at various state-tested courses, College and Career Readiness Standards (MS CCRS) scores (including the ACT), and graduation rates. Chemistry is not an accountability subject, but students who take chemistry also take the ACT in the same year. In this case, the ACT serves as a tool for accountability and a tool for predicting college readiness and success (ACT.org, 2016). Given that the skills needed to succeed in chemistry are also needed to succeed on the ACT, it seems prudent to find ways to help students understand the chemistry content while simultaneously strengthening the skills to do well on the ACT Science sub-test. To address this, a two-tiered study was conducted over five years to determine if integrating an Inquiry-Based (IBL) method, specifically Process Oriented Guided Inquiry Learning (POGIL), would benefit student chemistry success and increase scores on the ACT. The first two years looked at the effects of POGIL integration by comparing 3 assessment scores (Pre-test, Post-test, and ACT science sub-test). Years 3-5 sought to establish a difference between teaching methods by comparing the effects of POGIL integration versus non-POGIL integration The POGIL and non-POGIL classes were taught by two different teachers, and the scores were compared through the 3 same assessments (Pre-test, Post-test, and ACT Science sub-test). The research significantly impacts student ACT Science scores over a five-year period. The two-tiered study indicated that students were better prepared to be successful on the ACT science test. The change came through using critical thinking in the chemistry classroom in controlled environments and helping students build capacity with those skills

The Effects of Scientific Inquiry Methodologies on Student Understanding of Evolution

The purpose of this paper is to investigate the effects of a scientific inquiry-based curriculum on student understanding of evolution. The study involves students ages 15-17 enrolled in a general biology course at a large suburban high school in the United States. This unit uses various scientific inquiry methods, including student-led group work and technology-based virtual labs. The researcher used several data collection methods, including a pre-and post-unit assessment and student surveys. The goal was to use the data to assess student learning and student preference of inquiry activity. The results suggest that the unit successfully addressed student misconceptions regarding evolution and promoted student inquiry. The digital inquiry lab was found to be the least engaging for inquiry purposes. Further research is needed to assess other forms of inquiry using technology and how results translate when used with other biology units

Assessment, Evaluation, Metacognition, and Grading in POGIL

I truly believe no matter the level of student, all students can participate and learn in this form. Set your expectations that all students can learn this way and don\u27t underestimate them. By doing POGIL you can actually see your students learning and it is wonderful! —A POGIL practitioner How does POGIL fit inro grading schemes for assignments, tests, and the course? POGIL activities are not designed robe graded as assessments; rather, they are intended as learning tools. However, one of the principle process skills targeted by POGIL is assessment—specifically self-assessment. Thus, much of the grading and assessment in a POGIL classroom helps students learn how to self-assess (metacognition) and, in turn, self-regulate. The instructor must model how to self-assess and emphasize its importance. Assessment is also more meaningful when it occurs in proximity to the learning. Common tools to accomplish this are enhancing metacognition, creating individual and group accountability via grading group work and peer grading, and frequent formative assessments

Teaching Tip: Promoting Inclusive Online Learning for Students with Disabilities in Information Systems Courses

It is important to ensure educational equity for students with disabilities in online courses as more courses are taught online during the pandemic. This conceptual paper describes the key barriers for instructors to implement inclusive online classes, particularly technology courses, during the COVID-19 pandemic and suggests specific strategies to mitigate the negative impact on students with disabilities. We hope that this paper will motivate more Information Technology/Information Systems (IT/IS) instructors to implement more inclusive and accessible online courses to keep all students, including students with disabilities, motivated and engaged in online environments throughout the pandemic