Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry

Autor/inn/en	Ott, Laura E.; Carpenter, Tara S.; Hamilton, Diana S.; LaCourse, William R.
Titel	Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry
Quelle	In: Journal of the Scholarship of Teaching and Learning, 18 (2018) 4, S.161-180 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Discovery Learning; Active Learning; Large Group Instruction; Science Instruction; Introductory Courses; Chemistry; Cooperative Learning; Student Centered Learning; Inquiry; Science Process Skills; Curriculum Implementation; Teaching Methods; Outcomes of Education; Science Teaching Centers; Science Achievement; Undergraduate Students; School Holding Power; Majors (Students); Nonmajors; Graduation Rate; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Chemie; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	It is well established that active learning results in greater gains in student conceptual knowledge and retention compared to traditional modes of teaching. However, active learning can be very difficult to implement in a large-enrollment course due to various course and institutional barriers. Herein, we describe the development and implementation of Discovery Learning, a novel active learning discussion/recitation for a large enrollment general chemistry course. Drawing on the very successful cooperative learning pedagogies Process-Oriented Guided Inquiry Learning (POGIL) and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP), Discovery Learning involves students working in self-managed teams on inquiry problems in a unique learning environment, the Chemistry Discovery Center. In this case study, we will describe the design and implementation of Discovery Learning and report data on its successes, which include increased student performance and retention. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01