Abstract
Engaging non-science majors in chemically related global and civic issues using rigorous chemical principles rather than descriptive discussion has been achieved using POGIL (Process-Oriented Guided-Inquiry Learning) group classroom activities. These activities provide an excellent foundation for developing students’ skills, confidence and comfort with scientific content to pursue independent literature projects on global and civic concerns. Based upon researched data, student project reports include a brief summary of an issue and one or more original calculations using conversion factors or stoichiometry to illustrate its magnitude, consequence or resolution. Being able to answer a chemical question of their own making transforms the students’ perceptions of their own abilities and of the accessibility of science in their lives [1].
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Acknowledgements
We wish to acknowledge the guidance of numerous POGIL project leaders at various workshops. They include J. Spencer, R. Moog, F. Creegan, J. Lewis, J. Wakefield, K. Martin and K. Butler. We also wish to acknowledge the guidance of F. Glazer in the Project-Based Learning Initiative at Kean University.
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Criasia, R., Lees, A., Mongelli, M., Shin, YG., Stokes-Huby, H., Vitale, D. (2009). Non-linear POGIL for Developing Cumulative Skills and Multidisciplinary Chemical Concepts for Non-science and Chemistry Majors. In: Gupta-Bhowon, M., Jhaumeer-Laulloo, S., Li Kam Wah, H., Ramasami, P. (eds) Chemistry Education in the ICT Age. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9732-4_19
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