Event Title
How Guided Inquiry Classes Affect Students' Learning Chemistry
Location
CSU Ballroom
Start Date
28-4-2009 10:00 AM
End Date
28-4-2009 12:00 PM
Student's Major
Chemistry and Geology
Student's College
Science, Engineering and Technology
Mentor's Name
Jeffrey Pribyl
Mentor's Department
Chemistry and Geology
Mentor's College
Science, Engineering and Technology
Description
Studies show that students learn concepts better when engaged actively using critical thinking rather than passively listening to lectures. When students are able to interact with other students to discuss and question topics along with constant feedback from the instructor, increased academic success is shown. This is especially true in chemistry classes dealing with complex ideas with which some learners have trouble. This study was designed to determine if a Guided Inquiry class can be used to show correlations with academic success and knowledge retention over the course of a semester. Two sections of two different introductory chemistry courses were used. One section of each course was taught by lecturing. The other section of each course was taught using the Guided Inquiry approach. In the Guided Inquiry sections, students worked in groups of up to four during each class period using materials provided by the instructor. Working as a group creates "group accountability" which helps less motivated students to accomplish more while not hindering the top students. This work demonstrates that the Guided Inquiry method of instruction increased students' retention of chemistry concepts.
How Guided Inquiry Classes Affect Students' Learning Chemistry
CSU Ballroom
Studies show that students learn concepts better when engaged actively using critical thinking rather than passively listening to lectures. When students are able to interact with other students to discuss and question topics along with constant feedback from the instructor, increased academic success is shown. This is especially true in chemistry classes dealing with complex ideas with which some learners have trouble. This study was designed to determine if a Guided Inquiry class can be used to show correlations with academic success and knowledge retention over the course of a semester. Two sections of two different introductory chemistry courses were used. One section of each course was taught by lecturing. The other section of each course was taught using the Guided Inquiry approach. In the Guided Inquiry sections, students worked in groups of up to four during each class period using materials provided by the instructor. Working as a group creates "group accountability" which helps less motivated students to accomplish more while not hindering the top students. This work demonstrates that the Guided Inquiry method of instruction increased students' retention of chemistry concepts.
Recommended Citation
Roggow, Brendan P.. "How Guided Inquiry Classes Affect Students' Learning Chemistry." Undergraduate Research Symposium, Mankato, MN, April 28, 2009.
https://cornerstone.lib.mnsu.edu/urs/2009/poster-session-C/29
