1887
  1. Home
  2. A-Z Publications
  3. QScience Connect
  4. Volume 2018, Issue 1
  5. Article
Volume 2018, Issue 1
  • EISSN: 2223-506X

Abstract

A follow-up study was conducted with foundation-year chemistry students who were taught in an inquiry- and role-based, small-group active learning environment in order to evaluate their attitudes, experiences and self-efficacy during pre-medical chemistry courses. The study adopted a mixed-methods research design that involved both experimental and comparison groups. Using the CAEQ (Chemistry Attitudes and Experiences Questionnaire) and the ASCI v2 (Attitude toward the Study of Chemistry Inventory), the findings of this study indicated that inquiry-based chemistry learning experience improves the students' and as well as develops their self-efficacy levels while pursuing intensive pre-medical courses in chemistry. The results of the qualitative data analyses using a course experience questionnaire indicated that the process-oriented guided inquiry learning (POGIL) experience helped the students succeed in rigorous pre-medical chemistry courses and gained some process skills required in the medical programme as listed by the AAMC (American Association of Medical Colleges).

© 2018 Author(s), licensee HBKU Press.
Loading

Article metrics loading...

/content/journals/10.5339/connect.2018.1
2018-08-01
2024-04-19
Loading full text...

Full text loading...

/deliver/fulltext/connect/2018/1/connect.2018.1.html?itemId=/content/journals/10.5339/connect.2018.1&mimeType=html&fmt=ahah

References

  1. Spencer JN, Moog RS. POGIL in the physical chemistry classroom. In: Moog RSSpencer JN, eds. Process oriented guided inquiry learning. Washington, DC: American Chemical Society 2008;:148–156.
     [Google Scholar]
  2. Hanson S, Overton T. Skills required by new chemistry graduates and their development in degree programme. Hull: Higher Education Academy Physical Sciences Centre 2010.
     [Google Scholar]
  3. Hanson DM. Foundations of chemistry: Applying POGIL principles. Lisle, IL: Pacific Crest 2006.
     [Google Scholar]
  4. Abraham MR. Inquiry and the learning cycle approach. In: Pienta NCooper MMGreenbowe TJ, eds. Chemists' guide to effective teaching. Vol.1. Upper Saddle River, NJ: Pearson Education, Inc 2005;:41–52.
     [Google Scholar]
  5. Lawson AE, Wollman WT. Encouraging the transition from concrete to formal cognitive functioning-an experiment. J Res Sci Teach. 1976; 13:5:413–430.
     [Google Scholar]
  6. Walker L, Warfa ARM. Process oriented guided inquiry learning (POGIL) marginally effects student achievement measures but substantially increases the odds of passing a course. PLOS ONE. 2017; 12:10:e0186203.
     [Google Scholar]
  7. Moog RS, Creegan JF, Hanson MD, Spencer NJ, Straumanis A, Bunce MD. POGIL: Process-oriented guided-inquiry learning. In: Pienta NCooper MMGreenbowe TJ, eds. Chemists' Guide To Effective Teaching. Vol. 2. Upper Saddle River, NJ: Prentice Hall 2009;:90–101.
     [Google Scholar]
  8. Bailey CP, Minderhout V, Loertscher J. Learning transferable skills in large lecture halls: Implementing a POGIL approach in biochemistry. Biochem Mol Biol Edu. 2012; 40:1:1–7, Retrieved from http://search.proquest.com/docview/968112505?accountid = 10382; http://dx.doi.org/10.1002/bmb.20556 .
     [Google Scholar]
  9. De Gale S, Boisselle L. The effect of POGIL on academic performance and academic confidence. Sci Educ. 2015; 26:1:56–61.
     [Google Scholar]
  10. Geiger M. Implementing POGIL in allied health chemistry courses: Insights from process education. Int. J. Process Education. 2010; 2:1:19–34.
     [Google Scholar]
  11. Schroeder JD, Greenbowe TJ. Implementing POGIL in the lecture and the science writing heuristic in the laboratory–student perceptions and performance in undergraduate organic chemistry. Chem Educ Res Pract. 2008; 9:2:149–156.
     [Google Scholar]
  12. Brown PJP. Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population. Adv Physiol Educ. 2010; 34:3:150–155. Retrieved from http://dx.doi.org/10.1152/advan.00055.2010 .
     [Google Scholar]
  13. Brown SD. A process-oriented guided inquiry approach to teaching medicinal chemistry. Am J Pharm Educ. 2010; 74:7:121. Retrieved from http://dx.doi.org/10.5688/aj7407121 .
     [Google Scholar]
  14. Douglas EP, Chiu CC. Use of guided inquiry as an active learning technique in engineering. Paper presented at the Proceedings of the Research in Engineering Education Symposium 2009. Qld, Australia: Palm Cove 2009.
     [Google Scholar]
  15. Jin G, Bierma TJ. Guided-inquiry learning in environmental health. J Environ Health. 2011; 73:6:80–85. Retrieved from http://search.ebscohost.com/login.aspx?direct = true&db = rzh&AN = 2010890151&site = ehost-live .
     [Google Scholar]
  16. Johnson C. Activities using process-oriented guided inquiry learning (POGIL) in the foreign language classroom. Die Unterrichtspraxis. 2011; 44:1:30–39. Retrieved from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did = 2406505911&Fmt = 7&clientId = 22212&RQT = 309&VName = PQD .
     [Google Scholar]
  17. Bodner GM. Constructivism: A theory of knowledge. J Chem Educ. 1986; 63:10:873–877.
     [Google Scholar]
  18. Eberlein T, Kampmeier J, Minderhout V, Moog RS, Platt T, Varma-Nelson P, et al.  Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochem Mol Biol Educ. 2008; 36:4:262–273.
     [Google Scholar]
  19. Jha AK. Epistemological and pedagogical concerns of constructionism: Relating to the educational practices. Creat Educ. 2012; 3:2:171–178.
     [Google Scholar]
  20. Rothman IA. Longitudinal study of medical students: Long-term versus short-term objectives. J Med Educ. 1972; 47:11:901–902.
     [Google Scholar]
  21. Tytler R. Longitudinal studies into science learning: Methodological issues. In: Shelley MCYore LDHand B, eds. Quality Research in Literacy and Science Education: International Perspectives and Gold Standards. Dordrecht: Springer 2009;:83–105. Retrieved from http://dx.doi.org/:10.1007/978-1-4020-8427-0_5 .
     [Google Scholar]
  22. Arzi HJ. From short- to long- term: Studying science education longitudinally. Stud Sci Educ. 1988; 15:1:17–53.
     [Google Scholar]
  23. Gibson HL, Chase C. Longitudinal impact of an inquiry-based science program on middle school students' attitudes toward science. Sci Educ. 2002; 86:5:693–705. Retrieved from http://dx.doi.org/10.1002/sce.10039 .
     [Google Scholar]
  24. Chen H-T, Wang H-H, Lin H-S, Lawrenz FP, Hong Z-R. Longitudinal study of an after-school, inquiry-based science intervention on low-achieving children's affective perceptions of learning science. Int J Sci Educ. 2014; 36:13:2133–2156. Retrieved from http://dx.doi.org/10.1080/09500693.2014.910630 .
     [Google Scholar]
  25. Chouchane L, Mamtani R, Al-Thani M, Al-Thani A, Ameduri M, Sheikh JI. Medical education and research environment in Qatar: A new epoch for translational research in the Middle East. J Transl Med. 2011; 9:16:1–8.
     [Google Scholar]
  26. AAMC. Core competencies for entering medical students. 2014;. Retrieved from https://www.staging.aamc.org/initiatives/admissionsinitiative/competencies/ .
     [Google Scholar]
  27. Straumanis A. Classroom Implementation of POGIL: A Practical Guide for Instructors. POGIL 2010;:56. Retrieved from http://guidedinquiry.org/misc/IG_2e.pdf .
     [Google Scholar]
  28. Garoutte MP. General, Organic and Biological Chemistry: A Guided Inquiry. Danvers, MA: John Wiley & Sons, Inc 2007.
     [Google Scholar]
  29. Moog RS, Farrell JJ. Chemistry: A Guided Inquiry. 5th Ed. Hoboken, NJ: John Wiley & Sons, Inc 2011.
     [Google Scholar]
  30. Creswell JW. Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th Ed. Boston, MA: Pearson 2012.
     [Google Scholar]
  31. Xu X, Lewis JE. Refinement of a chemistry attitude measure for college students. J Chem Educ. 2011; 88:5:561–568.
     [Google Scholar]
  32. Coll R, Dalgety J, Salter D. The development of the Chemistry Attitudes and Experiences Questionnaire (CAEQ). Chem Educ Res Pract. 2002; 3:1:19–32. Retrieved from http://dx.doi.org/10.1039/B1RP90038B .
     [Google Scholar]
  33. Ramsden P, Entwistle NJ. Effects of academic departments on students' approaches to studying. Br J Educ Psychol. 1981; 51:3:368–383.
     [Google Scholar]
  34. Heaven PCL, Ciarrochi J, Leeson P. The longitudinal links between shame and increasing hostility during adolescence. Pers Indiv Differ. 2009; 47:8:841–844.
     [Google Scholar]
  35. Jones J, Porter A, Young DJ. Perceptions of the relevance of mathematics and science: Further analysis of an Australian longitudinal study. Res Sci Educ. 1996; 26:4:481–494.
     [Google Scholar]
  36. Miri B, David BC, Uri Z. Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Res Sci Educ. 2007; 37:4:353–369.
     [Google Scholar]
  37. Gregory JK, Lachman N, Camp CL, Chen LP, Pawlina W. Restructuring a basic science course for core competencies: An example from anatomy teaching. Med Teach. 2009; 31:9:855–861. Retrieved from http://dx.doi.org/10.1080/01421590903183795 .
     [Google Scholar]
  38. Lee O, Anderson CW. Task engagement and conceptual change in middle school science classrooms. Am Educ Res J. 1993; 30:3:585–610.
     [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.5339/connect.2018.1
Loading
Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students
QScience Connect 2018, 1 (2018); https://doi.org/10.5339/connect.2018.1
/content/journals/10.5339/connect.2018.1
/content/journals/10.5339/connect.2018.1
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): active learning, chemistry education, guided inquiry learning, POGIL, Qatar, science education and teacher education

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error