Synopsis
Introductory Chemistry Modules: A Guided Inquiry Approach, Preliminary Edition, is designed to encourage active and collaborative learning in the classroom using POGIL (Process-Oriented Guided-Inquiry Learning). The philosophy behind the POGIL approach is based on the processes involved in learning, including the need for collaboration when attempting to learn and understand difficult concepts. POGIL is designed to improve student retention rates and to teach students to think analytically and collaboratively in teams, like scientists do, rather than teaching them to memorize important conclusions arrived at by great scientists of the past. The 52 activities in this preliminary edition workbook, a sampling of those that will appear in the complete First Edition for Introduction to Chemistry courses, guide students through self-directed explorations designed to facilitate both content mastery and learning skills. By looking carefully at new problems, constructing logical conclusions based on observations, and discussing the merits of their conclusions with peers, students develop a stronger conceptual understanding of and appreciation for the material. The activites include some of the following sections.
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About the Authors
Joe March is an Assistant Professor at University of Alabama-Birmingham and is in charge of the General Chemistry sequence. His research interests include guided-inquiry materials and use of technology in the undergraduate curriculum. In 2003, he was named Alabama Professor of the Year by the Carnegie Foundation for the Advancement of Teaching.
Ken Caswell is an Instructor at University of South Florida, where he regularly teaches freshmen level courses, including General Chemistry, using the POGIL approach. He developed the first set of modules for the Prep Chem course for use in the fall of 2006 at USF.
Jennifer Lewis is an Assistant Professor at University of South Florida and is in charge of the General Chemistry sequence. She received her PhD from Pennsylvania State University; her research interests include Chemical Education, Conceptual Change, Qualitative Methods, and Student Evaluation. She was brought to USF to change the content delivery model in the freshmen courses and is a recognized leader in the POGIL movement.
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