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Structuring Materials to Support Student Learning: Analysis of Instructional Materials from a Professional

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Faculty development programs like PALAC help educators create active learning materials. While materials offer higher-order questions, consistent scaffolding needs improvement in future faculty training.

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Area of Science:

  • Chemistry Education Research
  • Pedagogical Strategies
  • Faculty Development

Background:

  • Faculty development programs are essential for enhancing teaching effectiveness.
  • The Promoting Active Learning in Analytical Chemistry (PALAC) workshop trains faculty in active learning strategies.
  • This study evaluates instructional materials created by PALAC participants.

Purpose of the Study:

  • To assess the design and scaffolding within active learning instructional materials developed by faculty.
  • To apply Vygotsky's zone of proximal development and scaffolding theories.
  • To utilize Marzano's taxonomy to analyze cognitive processing levels in classroom activities.

Main Methods:

  • Analysis of 134 in-class activities from faculty-generated materials.
  • Categorization of questions based on Marzano's taxonomy of cognitive processing.
  • Tracking changes in cognitive processing levels to identify scaffolding.

Main Results:

  • Most materials included opportunities for higher-order thinking questions.
  • Evidence of consistent and effective scaffolding structure was limited.
  • Marzano's taxonomy proved effective for assessing cognitive structure.

Conclusions:

  • Faculty-generated active learning materials often engage students in higher-order thinking.
  • Future faculty development programs should allocate more time for material design practice.
  • Improved scaffolding structure is needed for optimal student learning support.