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

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dc.contributor.authorOtt, Laura E.
dc.contributor.authorCarpenter, Tara S.
dc.contributor.authorHamilton, Diana S.
dc.contributor.authorLaCourse, William R.
dc.date.accessioned2019-02-05T16:38:38Z
dc.date.available2019-02-05T16:38:38Z
dc.date.issued2018-12-10
dc.description.abstractIt is well established that active learning results in greater gains in student conceptual knowledge and retention compared to traditional modes of learning. 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.en_US
dc.description.sponsorshipThe data presented received exempt review from the UMBC Institutional Review Board (IRB) Appreciation goes to the UMBC Institutional Research, Analysis and Decision Support (IRADS) Office for providing archived institutional recordsen_US
dc.description.urihttps://scholarworks.iu.edu/journals/index.php/josotl/article/view/23112en_US
dc.format.extent20 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2jk7m-jtqc
dc.identifier.citationOtt, L., Carpenter, T., Hamilton, D., & LaCourse, W. (2018). Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry. Journal of the Scholarship of Teaching and Learning, 18(4). https://doi.org/10.14434/josotl.v18i4.23112en_US
dc.identifier.urihttps://doi.org/10.14434/josotl.v18i4.23112
dc.identifier.urihttp://hdl.handle.net/11603/12709
dc.language.isoen_USen_US
dc.publisherThe Trustees of Indiana Universityen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Chemistry & Biochemistry Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC College of Natural and Mathmetical Sciences Dean's Office
dc.relation.ispartofUMBC Science Education Research Unit (SERU)
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.rightsAttribution 4.0 International (CC BY 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectactive learningen_US
dc.subjectchemistryen_US
dc.subjectrecitationen_US
dc.subjecttechnologyen_US
dc.subjectprocess-oriented guided inquiry learning (POGIL)en_US
dc.subjectstudent-centered active learning environment with upside-down pedagogies (SCALE-UP)en_US
dc.titleDiscovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistryen_US
dc.typeTexten_US

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