Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey

2020 ◽  
Author(s):  
Jeffrey R. Raker ◽  
Amber J. Dood ◽  
Shalini Srinivasan ◽  
Kristen L. Murphy
Keyword(s):  
United States ◽  
Active Learning ◽  
Learning Strategies ◽  
National Survey ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
The United States ◽  
Guided Inquiry ◽  
Tenure Track ◽  
Process Oriented

Pedagogies of engagement (i.e., Peer-Led Teaming Learning, Problem-Based Learning, and Process-Oriented Guided Inquiry Learning) are active learning approaches used in postsecondary chemistry courses. In this study, we use data from a national survey of postsecondary chemistry instructors in the United States to estimate use of three pedagogies in the course for which the instructor feels they have the most control. We found that 16.6% of these faculties report they are implementing Peer-Led Team Learning (PLTL), 10.6% report implementing Problem-Based Learning (PBL), and 10.7% report implementing Process-Oriented Guided-Inquiry Learning (POGIL). We compare use of select teaching practices and other active learning strategies with implementation of PLTL, PBL, and POGIL. Additionally, we use items from the survey to understand course, institution, and instructor characteristics associated with use. Key findings include that lower-level courses and courses with large enrollments are the most likely places for PLTL to be implemented and that instructors who are not on the tenure track are more likely to implement PLTL and POGIL than tenured/tenure-track instructors. Instructors who report implementing PLTL and PBL have more student-centered beliefs about teaching and learning, while instructors who report implementing POGIL have more teacher-centered beliefs about learning, albeit all with small effect sizes. Implications are offered for how instructors, researchers, developers and disseminators of these pedagogies can use our results to inform their practices and efforts.

scholarly journals Upaya Meningkatkan Hasil Belajar Siswa Dengan Menggunakan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) Pada Materi Kelarutan dan Hasil Kali Kelarutan

2019 ◽  
Vol 2 (1) ◽  
pp. 206-210
Author(s):  
Nur Akmalia ◽  
Noviza Rizkia ◽  
Wilta Fajrina ◽  
Sanhot Simaremare
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Positive Response ◽  
Inquiry Learning ◽  
Male Students ◽  
Guided Inquiry ◽  
Purposive Sampling ◽  
Descriptive Research ◽  
Process Oriented ◽  
Solubility Products

Telah dilakukan penelitian yang berjudul “Upaya Meningkatkan Hasil Belajar Siswa Dengan Menggunakan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) Pada Materi Kelarutan Dan Hasil Kali Kelarutan”. Penelitian ini bertujuan untuk mengetahui tanggapan siswa terhadap penerapan strategi pembelajaran POGIL dalam pembelajaran. Penelitian ini menggunakan jenis penelitian deskriptif dan pendekatan kualitatif. Subjek diambil dengan cara purposive sampling, yaitu siswa kelas XI IPA 2 dengan jumlah siswa sebanyak 26 orang yang terdiri dari 18 siswa laki-laki dan 8 siswa perempuan. Teknik pengumpulan data dilakukan dengan cara angket. Data yang diperoleh diolah dengan menggunakan rumus persentase. Hasil penelitian menunjukkan bahwa siswa yang memberikan respon positif terhadap penerapan strategi pembelajaran POGIL sebesar 80,29% dan siswa yang memberikan respon negatif sebesar 19,71%. Berdasarkan hasil penelitian dapat disimpulkan bahwa siswa memberi tanggapan positif terhadap penerapan strategi pembelajaran POGIL.   The Research entitled "Efforts to Improve Student Learning Outcomes Using the Strategy of Process Oriented Guided Inquiry Learning (POGIL) in Solubility and Solubility Products" had been carried out. This study aimed to determine the student responses to the application of POGIL learning strategies in learning. This study used a type of descriptive research and qualitative approach. The subjects taken by purposive sampling were the students of XI IPA 2 with a total of 26 students consisted of 18 male students and 8 female students. Data collection techniques were carried out by questionnaire. The data obtained were processed using the percentage formula. The results showed that students giving a positive response to the implementation of the POGIL learning strategy was 80.29% and students giving a negative response was 19.71%. Based on the results of the study it could be concluded that students gave a positive response to the implementation of the POGIL learning strategy.

scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK DENGAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) MELALUI PENDEKATAN PROBLEM BASED LEARNING (PBL)

2019 ◽  
Vol 4 (1) ◽  
pp. 11-20
Author(s):  
Nur Fitri Lestari ◽  
Nanang Supriadi ◽  
Siska Andriani
Keyword(s):  
Random Sampling ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Control Design ◽  
Guided Inquiry ◽  
Process Oriented

Pada penelitian ini termasuk penelitian kuantitatif menggunakan jenis eksperimen quasy eksperimen design dan desain pretest-posttest control design. Populasi dalam penelitian ini adalah peserta didik SMP Negeri 5 Natar dan sampel penelitian diambil dengan teknik random sampling sehingga didapatkan sampel penelitian kelas VIII E sebagai kelas eksperimen 1, kelas VIII C sebagai kelas eksperimen 2, dan kelas VIII D sebagai kelas kontrol. Tujuan dari penelitian ini adalah untuk mengetahui adanya pengaruh penerapan Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) melalui Pendekatan Problem Based Learning (PBL) terhadap peningkatan kemampuan pemecahan masalah matematis peserta didik. Hasil menunjukkan bahwa kemampuan pemecahan masalah matematis peserta didik pada kelas yang diterapkan Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) melalui Pendekatan Problem Based Learning (PBL) lebih baik dari kemampuan pemecahan masalah matematisnya yang diterapkan Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) dan Model Pembelajaran Konvensional.

scholarly journals A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

2019 ◽  
Vol 43 (2) ◽  
pp. 233-240 ◽  
Author(s):  
Puspha Sinnayah ◽  
Joseph A. Rathner ◽  
Daniel Loton ◽  
Rudi Klein ◽  
Peter Hartley
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
First Year ◽  
Learning Approaches ◽  
Guided Inquiry ◽  
Active Learning Strategies ◽  
Assessment Outcomes ◽  
Small Team

Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students’ grades with positive student perception of their learning experience.

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

scholarly journals Mathematical pattern of Kessler psychological distress distribution in the general population of the U.S. and Japan

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shinichiro Tomitaka ◽  
Toshiaki A. Furukawa
Keyword(s):  
United States ◽  
General Population ◽  
National Survey ◽  
Goodness Of Fit ◽  
Quadratic Function ◽  
The United States ◽  
Depression Screening ◽  
Distribution Model ◽  
Epidemiological Surveys ◽  
Screening Scale

Abstract Background Although the 6-item Kessler psychological scale (K6) is a useful depression screening scale in clinical settings and epidemiological surveys, little is known about the distribution model of the K6 score in the general population. Using four major national survey datasets from the United States and Japan, we explored the mathematical pattern of the K6 distributions in the general population. Methods We analyzed four datasets from the National Health Interview Survey, the National Survey on Drug Use and Health, and the Behavioral Risk Factor Surveillance System in the United States, and the Comprehensive Survey of Living Conditions in Japan. We compared the goodness of fit between three models: exponential, power law, and quadratic function models. Graphical and regression analyses were employed to investigate the mathematical patterns of the K6 distributions. Results The exponential function had the best fit among the three models. The K6 distributions exhibited an exponential pattern, except for the lower end of the distribution across the four surveys. The rate parameter of the K6 distributions was similar across all surveys. Conclusions Our results suggest that, regardless of different sample populations and methodologies, the K6 scores exhibit a common mathematical distribution in the general population. Our findings will contribute to the development of the distribution model for such a depression screening scale.

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