21 Matching Annotations
  1. Jan 2021
    1. PRIMM: Exploring pedagogical approaches for teaching text-based programming in school

      phase 1 study only but initial results show teacher interest in PRIMM method 80% of teachers stated that they were planning to use the PRIMM method, 13% said that they possibly would and only 7%said that they would not.

    1. Teachers' Experiences of using PRIMM to Teach Programming in School

      using PRIMM in schools, teacher surveys say clarity of structure. Help students build confidence and be okay making mistakes. Help lower-ability students achieve learning outcomes

    1. Using wiki to create a learning community for chemistry teacher leaders

      Professors attitude to wikis and how opinions differ between demographics. Correlation between teachers' personal participation rate in the wiki environment and their perception of classrooms as student centered or teacher controlled

    1. Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

      evaluation of open educational resources, questionnaires and interviews of chem lecturers, lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

    1. Assessing TA buy-in to expectations and alignment of actual teaching practices in a transformed general chemistry laboratory course

      implementing project based labs

    1. Line up, line up: using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module

      technology for class rooms, clickers, peerwise for scaffolded self-directed learning

    1. The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course

      Roller and Zori did not find significantly different results on a national standardized exam

    1. Implementing Process-Oriented, Guided-Inquiry Learning for the First Time: Adaptations and Short-Term Impacts on Students’ Attitude and Performance

      A quasi-experimental design was implemented and data were collected through valid and reliable surveys. Results indicate little to no impact on most measures, although positive trends favoring POGIL students were observed.

    1. Implementing the process oriented guided-inquiry learning (POGIL) pedagogy of group scenario exercises in Fundamentals and Medical Surgical II nursing courses

      The Medical-Surgical Nursing II POGIL and comparison groups had no significant differences in standardized national exam or final course grades.

    1. Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course

      Participants in the POGIL pedagogy had higher odds of passing a course and roughly performed 0.3 standard deviations higher on achievement measures than participants in standard lectures. In relative risk terms, POGIL reduced the risk of failing a course by 38%.

    1. Short-Term and Long-Term Effects of POGIL in a Large-Enrollment General Chemistry Course

      Students who make it go GenChem2 are more confident with chemistry ability regardless of previous teaching modality

    1. A new approach to supplementary instruction narrows achievement and affect gaps for underrepresented minorities, first-generation students, and women

      Designing SI that specifically targets group practice, study skills, and emotional support holds promise for supporting equity and inclusion in the general chemistry classroom, raised course performance, course completion, and student mindset.

    1. Postsecondary chemistry curricula and universal design for learning: planning for variations in learners’ abilities, needs, and interests

      Evaluates CLUE, Mastering-SP, and POGIL curricula on universal design for learning checkpoints for making materials accessible for students with disabilities Guidelines for universal design for learning valuable for course design

    1. Unpacking “Active Learning”: A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

      The results show the importance of flipped classrooms in addition to collaborative support in active learning, emphasis on the importance of supporting educators in learning these new methods and how student attitudes relate to learning outcomes

    1. How flip teaching supports undergraduate chemistry laboratory learning

      Design and application of a flipped classroom in gen chem labs, uses handwritten annotations to support student learning but shows evidence of improving engagement and critical thinking

    1. Moving a Large-Lecture Organic POGIL Classroom to an Online Setting

      Challenges and insights on moving POGIL class to online setting in response to covid, emphasis on challenges for instructors, TAs and students and the role TAs have in engagement

    1. Positive Impacts Using POGIL in Organic Chemistry

      Extent of effect of POGIL by comparing ACS percentile rankings and grade point averages to students using traditional teaching methods shows POGIL students showed greater grasp of content knowledge evidenced by higher final exam scores