JoinResearch and Teaching: Using POGILs and Blended Learning to Challenge Preconceptions of Student Ability in Introductory Chemistry
Success for students majoring in STEM (science, technology, engineering, and mathematics) within undergraduate chemistry courses is crucial for retention in science degree programs, especially for students perceived as lacking content knowledge and skills. This study leveraged blended learning structures in a remedial chemistry course combined with a Process-Oriented Guided Inquiry Learning (POGIL) curriculum as a potential intervention.