CHED Julianne Smist, Cinzia Muzzi, Eric Kantorowski  Wednesday, March 24, 2010 

1552 - Modified POGIL for an upper-level biochemistry course

Theresa L Beaty, beatytl@lemoyne.edu, Department of Chemistry & Physics, Le Moyne College, Syracuse, New York 13214, United States

Process oriented guided inquiry learning (POGIL) pedagogy was adapted for an upper-level biochemistry class of 37 students. POGIL days with just-in-time lectures were mixed with traditional lecture days. Students formed self-selected groups that changed membership every few weeks. The pre-class preparation was monitored via on-line quizzes, and students were expected to recall concepts from lower-level prerequisite courses. The POGIL activities that were used took longer than the 50-minute class period, which was the main impetus for modifying the activities. Several students were initially frustrated with the amount of work expected of them; some became more accepting by the end of the semester. Other students liked the group format because the discussions helped them to better understand the concepts. Overall, students in the POGIL biochemistry class generated a deeper understanding of concepts and applications than students in non-POGIL biochemistry classes.


Wednesday, March 24, 2010 10:30 AM
Process Oriented Guided Inquiry Learning (POGIL) (08:30 AM - 11:30 AM)
Location: Parc 55
Room: Fillmore

 

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