Issue 1, 2021

Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes

Abstract

A novel methodology has been developed to capture student interactions and engagement modes by mapping their discourse in Process Oriented Guided Inquiry Learning (POGIL) physical chemistry courses using graph theory and a modified ICAP (Interactive, Constructive, Active, Passive) framework. This work provides a deeply contextualized description of student teamwork in a POGIL setting with triangulation of data from talk-turn tracking and coding of student engagement. Graphs of student discussions in teams were constructed for 17 students in five teams in two courses taught by different instructors. Combined with the modified ICAP framework, our data illustrate the amount, extent, and quality of discussion along with students’ cognitive engagement. Specific facilitation strategies used by instructors appear to correlate with improved student discussion and interactivity. Such strategies include providing responsive versus prepared lectures and requiring students to publicly share their thinking.

Supplementary files

Article information

Article type
Paper
Submitted
31 Jan 2020
Accepted
10 Sep 2020
First published
10 Sep 2020
This article is Open Access
Creative Commons BY-NC license

Chem. Educ. Res. Pract., 2021,22, 93-104

Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes

D. Liyanage, S. M. Lo and S. S. Hunnicutt, Chem. Educ. Res. Pract., 2021, 22, 93 DOI: 10.1039/D0RP00031K

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