(Journal Article) Koron, Julia creator Gallant, Sarah | Spiess, Page text Washington DC : American Chemical Society , 2023 monographic eng

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3194–3199p. Abstract: In 1996, the Chemistry Department at Norwich University converted its two-semester General Chemistry course from a traditional lecture to a Process Oriented Guided Inquiry Learning (POGIL) classroom. The change to POGIL teaching in Norwich General Chemistry classes was brought about by a steady decline in student performance, as demonstrated by final course grades during the mid-1990s. This study statistically analyzed the final grades of 2,481 General Chemistry I and II students from 1982 to 2017. The results of the statistical analysis demonstrate a significant increase in the average GPA across both General Chemistry I and II following the implementation of POGIL at Norwich University. This study indicates that active teaching and learning strategies are successful with Norwich University general chemistry students. ***______{For Hard Copy, Please visit Library.}________*** Chemical Education Research| First-Year Undergraduate/General| Curriculum| Collaborative/Cooperative Learning| Inquiry-Based/Discovery Learning| Student-Centered Learning| Active Learning 0021-9584 https://doi.org/10.1021/acs.jchemed.2c00934 https://doi.org/10.1021/acs.jchemed.2c00934 240116 20240116140251.0