A Hybrid Approach to Teaching Materials Science Using POGIL and Active Learning Activities

Abstract

The purpose of this research was to measure student learning and attitudes towards a hybrid approach to learning an introductory materials science course in engineering. The approach utilized both guided inquiry learning and active learning. Quantitative learning was measured using preand posttest results of the Materials Concept Inventory (MCI). Attitude surveys asking students to rank the effectiveness of the different contents of the hybrid curriculum was administered at the end of the semester. To facilitate the hybrid approach, a process oriented guided inquiry learning (POGIL) materials science text book was used in this research. In addition, class instruction included active learning activities such as in-class demonstrations, hands-on exercises and minipresentations by students on various topics. The posttest results of the MCI scores was 43% showing an average gain of 7% compared to the pretest results. Student attitudes towards the hybrid curriculum were positive and very well received. Students found inclass demonstrations as a means of learning very helpful over POGIL, in-class discussions, homework assignments, and minipresentations.