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A Quantitative Study Evaluating the ...

Ibarrola Recalde, Guillermo D.

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A Quantitative Study Evaluating the Effects of Climate Change and Environmental Context Process Oriented Guided Inquiry Learning (POGIL) Curricula on Student Performance in a First-Year University Level Chemistry Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Quantitative Study Evaluating the Effects of Climate Change and Environmental Context Process Oriented Guided Inquiry Learning (POGIL) Curricula on Student Performance in a First-Year University Level Chemistry Classroom./
作者:	Ibarrola Recalde, Guillermo D.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	109 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
標題:	Science education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28149648
ISBN:	9798684671111

A Quantitative Study Evaluating the Effects of Climate Change and Environmental Context Process Oriented Guided Inquiry Learning (POGIL) Curricula on Student Performance in a First-Year University Level Chemistry Classroom.
Ibarrola Recalde, Guillermo D.

A Quantitative Study Evaluating the Effects of Climate Change and Environmental Context Process Oriented Guided Inquiry Learning (POGIL) Curricula on Student Performance in a First-Year University Level Chemistry Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 109 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ph.D.)--Drexel University, 2020.

This item must not be sold to any third party vendors.

This dissertation evaluates the effects of climate change and environmental context Process Oriented Guided Inquiry Learning (POGIL) curricula on student performance in a first-year university level chemistry classroom through correlational, causal-comparative, and quasi-experimental quantitative research designs. These Context-Based POGIL curricula were implemented over a period of three years in a private R1 university located in an urban area in the Mid-Atlantic region of the United States. The significance and need for this study were based on three main objectives: 1) evaluate the effects that these Context-Based POGIL curricula have on student performance; 2) to promote the implementation of evidence-based pedagogies fostering chemistry and climate change education content; and 3) to provide practical recommendations for instructors to engage students in chemistry content by instruction using socioscientific issues that are pressing to society like climate change in context. The participants in this study (N=78) were undergraduate students enrolled in a second-term of three introductory chemistry courses designed for chemistry majors over a period of three years (AY 2017-2020). All students learned topics through three instructional methods [Non-POGIL (Lecture), Traditional POGIL and Context-Based POGIL]. Inferential statistics indicated a significant difference on individual students' average exam performance based on questions that were learned using both the Traditional POGIL and Context-Based POGIL methods and no statistically significant differences based on gender. Similarly, the results found that there were statistically significant differences on percentages of students achieving course content proficiency based on instructional method. Based on the findings, pedagogical practices for enhancing student performance, content proficiency and potential lowering attrition levels in science courses were discussed. Additionally, recommendations for future research on Context-Based POGIL activities were offered.

ISBN: 9798684671111Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Context embedded POGIL

A Quantitative Study Evaluating the Effects of Climate Change and Environmental Context Process Oriented Guided Inquiry Learning (POGIL) Curricula on Student Performance in a First-Year University Level Chemistry Classroom.
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