A POGIL Inspired Student-developed Teaching Resource (“Using Roman Pigments to Teach Heritage Science”) to Support Chemistry Pupils by Using Sequential Game-based, Small-group Problem-solving Exercises, Underpinned by Genuine Archaeological Research

Sproul, C., Soler, L. and Campbell, L. (2020) A POGIL Inspired Student-developed Teaching Resource (“Using Roman Pigments to Teach Heritage Science”) to Support Chemistry Pupils by Using Sequential Game-based, Small-group Problem-solving Exercises, Underpinned by Genuine Archaeological Research. 13th Annual University of Glasgow Learning and Teaching Conference, 01 Apr 2020.

Abstract

Process Orientated Guided Inquiry Learning (POGIL)[i] 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,[ii] enhances higher-order learning,[iii] and improves confidence. [iv] A novel outreach teaching resource, inspired by key POGIL attributes and developed by a Chemistry (BSc) project student, aims to support the SQA Chemistry curriculum and to highlight the role of Chemists in Heritage Science, specifically in the field of Archaeology, by linking this project to genuine research in the identification of Roman Pigments on stone sculptures along the Antonine Wall. Using the POGIL approach, a series of exercises to identify “mystery” compounds, in a game-based format, [v] is used to mimic real-life approach with hopes that this will improve both ability and confidence in problem-solving. This presentation will demonstrate how POGIL can be used for SoTL in other disciplines. [i] (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. [ii] https://pogil.org [iii] 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. [iv] 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. [v] 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: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Soler, Dr Linnea and Campbell, Dr Louisa
• Authors: Sproul, C., Soler, L., and Campbell, L.
• College/School: College of Science and Engineering > School of Chemistry; College of Arts & Humanities > School of Humanities > Archaeology
• Copyright Holders: Copyright © 2020 The Authors
• Publisher Policy: Reproduced with the permission of the Author

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