Researchers of the Lost Pigments: A Multidisciplinary Student-developed Teaching Resource to Support Chemistry Students Using Genuine Archaeological Research

Soler, L. , Sproul, C. and Campbell, L. (2020) Researchers of the Lost Pigments: A Multidisciplinary Student-developed Teaching Resource to Support Chemistry Students Using Genuine Archaeological Research. vVICEPHEC20: Variety in Chemistry Education and Physics Higher Education Conference, 17-21 Aug 2020. (Unpublished)

[img] Text
236035.pdf - Presentation

12MB

Publisher's URL: https://vicephec.org/2020/index.php/sample-page/talks/

Abstract

Process Orientated Guided Inquiry Learning (POGIL) (1) is a student-centred learning pedagogical technique where the instructor facilitates the collaborative learning process of small-group teams. Originally developed for chemistry, POGIL can be used across many disciplines to support the development and learning of key concepts. This constructivist approach, where teams are led sequentially through a series of exercises to support concept assembly and to reach the appropriate conclusions, develops desired process skills such as problem-solving and deductive-reasoning(2), enhances higher-order learning(3), and improves confidence(4). This novel outreach teaching resource, developed by a BSc Chemistry (SoTL) project student, aims to support the Chemistry curriculum through links to research(5) in the identification of Roman pigments on stone sculptures along the Antonine Wall. This POGIL-based teaching resource was created to identify ‘mystery’ Roman pigments, by using sequential small-group problem-solving exercises in a game-based format (6), to mimic real-life approach to research and problem-solving. This resource was piloted and received favourable evaluations. We aim to show how these pedagogical concepts can be used to develop innovative teaching resources to engage and support students across all disciplines and to reflect upon the processes involved in student co-creation of a cross-disciplinary educational resources and related scholarship projects. (1)(a) Farrell, J.J.; Moog, R.S.; Spencer, J.N. J. Chem. Educ. 1999, 75, 570-574. (b) Moog, R.S.; Spencer, J.N. Process Oriented Guided Inquiry Learning (POGIL); American Chemical Society: Washington, D.C. 2008. (2) https://pogil.org (3) Bloom, B.S.; Englehart, M.D.; Furst, E.J.;Hill, W.H.; Krathwohl, D.R. Taxonomy of Educational Objectives: Classification of Educational Goals, I. Cognitive Domain; David McKay Company: New York, 1956. (4) Abraham, M.R. Inquiry and the Learning Cycle Approach. Chemists’ Guide to Effective Teaching; Pienta, N.J.; Cooper, M.M.; Greenbow, T.J./ Eds.; Pearson-Prentice Hall: N.J, 2005; pp 41-52. (5) Campbell, L. (2019) Polychromy on the Antonine Wall Distance sculptures: non-destructive Identification of pigments on Roman reliefs.Britannia, (Accepted for Publication (6) Kapp, K. M. The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer, 2012.

Item Type:Conference or Workshop Item
Status:Unpublished
Refereed:Yes
Glasgow Author(s) Enlighten ID:Soler, Dr Linnea and Campbell, Dr Louisa
Authors: Soler, L., Sproul, C., and Campbell, L.
College/School:College of Science and Engineering > School of Chemistry
College of Arts > School of Humanities > Archaeology
Copyright Holders:Copyright © 2020 The Authors
Publisher Policy:Reproduced with the permission of the Author
Related URLs:

University Staff: Request a correction | Enlighten Editors: Update this record