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

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.