Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by a Novice

Process Oriented Guided Inquiry (POGIL) uses cooperative learning activities to teach content and to actively engage students in inquiry, analytical thinking, and teamwork. It has been used extensively in Chemistry education, but its use is not well documented in other areas. This is a summary of the initial implementation of POGIL in a university biomechanics course and includes the benefits, challenges, and recommendations for teachers interested in using this effective instructional strategy

Physics Inquiry Starters: Labs to Introduce Physics Content

The Next Generation Science standards emphasize students thinking and working like scientists. The New York State Board of Regents adopted the draft New York State Science Learning Standards based on the Next Generation Science Standards in December 2016 for implementation beginning July 1, 2017. Teachers are concerned about such a short timeline to implement new standards. While these standards do not include new content for Physics teachers, many of them deepen the content and require a higher level of Blooms Taxonomy to meet the standards than the previous standards. Research backs inquiry-based learning in the science classroom (Jackson & Ash, 2012; Marshall & Alston, 2014; Shemwell, Chase, & Schwartz, 2015; Banerjee, 2010). Other research has shown inquiry is effective at raising achievement scores and reducing the racial achievement gap (Corsi, 2012; Marshall & Alston, 2014; Wilson, Taylor, Kowalski, & Carlson, 2010). This project proposes using inquiry to introduce content, rather than confirm what students have already been told. This puts the students in the driver seat of learning. They will make discoveries and gain a deeper, longer-lasting connection to the material. Contained within are 22 Inquiry Starters for Physics teachers to use that introduce the content within the 17 New York State Science Learning Standards. Most of these activities will not meet the standards, but they will start the ball rolling

The Effect Of Process-Oriented Guided-Inquiry Learning On Students’ Scientific Inquiry Literacy Skills And Achievement In Secondary School Chemistry

The quality of education that teachers provide to students is highly dependent upon what teachers do in the classroom. In preparing students of today to become successful individuals of tomorrow, chemistry teachers need to ensure that their teaching is effective. Teachers should have the knowledge of how students learn and how best to teach chemistry. Changing the way teachers teach and what to teach in chemistry is a continuing professional concern. Efforts should be taken now to direct the presentation of chemistry lessons away from the conventional methods to a more student centered approach. In the study, a student-centered learning style was introduced as an alternative approach to teaching in Malaysian schools. The paper aimed to examine the relative impacts of Process-Oriented Guided-Inquiry Learning (POGIL) on students’ scientific literacy skills and achievement in chemistry specifically under the topic of Acids and Bases. POGIL is a technique-focused and uses guided-inquiry activities to develop understanding. Research studies reveal that the campus where the environment is fascinating for students and they feel ease and enjoyment, their achievement is good

Assessing the Quantified Impact of a Hybrid POGIL Methodology on Student Averages in a Forensic Science Survey Course

A causal-comparative/quasi experimental study examined the effect of incorporating a hybrid teaching methodology that blended lecture with Process Oriented Guided Inquiry Lessons (POGILs) on the overall academic achievement of a diverse student body in a large lecture setting. Additional considerations included student gender, ethnicity, declared major (STEM or non-STEM), and SAT scores. An evaluation of the effect that these characteristics had on student achievement due to differentiating import placed on the use of POGILs as a learning tool was included. This study used data obtained from a longitudinal examination of eight years of student data from an introductory forensic science survey course offered in a R1 northeastern university. This study addressed the effectiveness of applying a proscribed active learning methodology, one proposed effective in collegiate education, to a new environment, forensic science. The methodology employed combined fourteen POGILs, created specifically for the chosen course, with didactic lecture during the entire semester of a forensic science survey course. This quasi-experimental design used the manipulation of the independent variable, the use of a hybrid lecture instead of exclusive use of traditional didactic lectures, on the students’ academic achievement on exams given during the course. Participants in this study (N=1436) were undergraduate students enrolled in the single semester introductory science course. A longitudinal study that incorporated eight years of data was completed, 4 years pre-intervention (2007-2010) and 4 years post-intervention (2011-2014). The forensic science survey course, taught by only one professor during the eight-year period, was a science discipline that had yet to integrate an active learning educational model. Findings indicate four variables significantly contributed to explaining nearly 28% of the variation seen in the student class averages earned during the eight-year period: the intervention, gender, STEM majors, and SAT scores. On average, the intervention significantly altered exam scores, F (1, 1431) = 43.019, p \u3c 0.000, R2 = 0.029, raising exam averages 3.1%. Within the population, females outperformed their male counterparts by 1.9%, although both genders were significantly affected by the intervention, F (1, 1431) = 13.698, p \u3c 0.000, R2 = 0.009. Students with declared majors in the STEM fields outperformed the non-STEM fields by 5.6%, a strong factor in the model, F (1, 1431) = 91.918, p \u3c 0.000, R2 = 0.060, with both STEM and non-STEM students being positively affected by the intervention. The SAT scores, however, showed the strongest effect, F (1, 1431) = 345.026, p \u3c 0.000, R2 = 0.179, where an increase of 3.1% in the student class averages could be seen for every 100 points earned on the SATs. Further discussions include implications and correlations to recent research and directions for future research

An exploration of process oriented guided inquiry learning in undergraduate Chemistry classes

The research study explored student’s understanding of stereochemistry and their perceptions of learning chemistry in first year undergraduate chemistry classes following a modified Process-Oriented Guided Inquiry Learning (POGIL) that included group work. A 5-item two-tier stereochemistry concept diagnostic test (SCDT) was developed and administered to explore their understanding of stereochemistry concepts. The students’ perception of POGIL learning was gauged in an effort to establish construct and convergent validity to the SALG instrument

Comparing the Process Oriented Guided Inquiry Learning (POGIL) Method to an Independently Developed Guided Inquiry Method (InDGIM) in a High School Academic Chemistry Course.

A nonequivalent, control group, pretest-posttest design was used to investigate student achievement in secondary chemistry. This study investigated the effects of process oriented guided inquiry learning (POGIL) pedagogy in high school chemistry classes compared to that of an independently designed guided inquiry method (InDGIM). Data were collected from chemistry students from four college-prep chemistry classes in the same high school, over the course of the academic year, using the Particulate Nature of Matter (ParNoMA2) test, the Group Assessment of Logical Thinking (GALT), unit tests, and the final exam. DataAll data waswere analyzed using a 2 x 2 Factorial Analysis of Covariance. This ANCOVA examined the main effects of group and gender on test results. The results show that there are no statistical differences in outcomes between the POGIL and the InDGIM group, nor are there statistical differences in performance between males and females with either approach, although females perform better than males overall. There are no interaction effects between group and gender. Students in the lowest quartiles, as per their Keystone Algebra scores (an end-of-course assessment designed by the Commonwealth of Pennsylvania to assess proficiency in multiple subjects) show no differences in performance with either methodology, whereas students in the upper quartile in the InDGIM group perform better than those in the POGIL group. Students perform better on almost all of the unit tests and the final exam when taught with the InDGIM rather than the POGIL approach. The results of the Keystone Biology test is a better indicator of student success in chemistry compared to the results on the Keystone Algebra test. Regression analysis indicates that students with higher Keystone Biology scores are 34.8% more likely to earn a higher score on the chemistry final exam and are 20% more likely to earn a higher final grade in the chemistry course. Keywords: active student-centered pedagogy, chemistry education, cooperative learning, group assessment of logical thinking, GALT, inquiry, independently developed guided inquiry method, particulate nature of matter, ParNoMA2, process oriented guided inquiry learning, POGIL, socialization

Effect of Process-Oriented Guided-Inquiry Learning on Non-Majors Biology Students\u27 Understanding of Biological Classification

The purpose of this study was to examine the effect of process-oriented guided-inquiry learning (POGIL) on non-majors college biology students\u27 understanding of biological classification. This study addressed an area of science instruction, POGIL in the non-majors college biology laboratory, which has yet to be qualitatively and quantitatively researched. A concurrent triangulation mixed methods approach was used. Students\u27 understanding of biological classification was measured in two areas: scores on pre and posttests (consisting of 11 multiple choice questions), and conceptions of classification as elicited in pre and post interviews and instructor reflections. Participants were Minnesota State University, Mankato students enrolled in BIOL 100 Summer Session. One section was taught with the traditional curriculum (n = 6) and the other section in the POGIL curriculum (n = 10) developed by the researcher. Three students from each section were selected to take part in pre and post interviews. There were no significant differences within each teaching method (p \u3c .05). There was a tendency of difference in the means. The POGIL group may have scored higher on the posttest (M = 8.830 ± .477 vs. M = 7.330 ± .330; z =-1.729, p = .084) and the traditional group may have scored higher on the pretest than the posttest (M = 8.333 ± .333 vs M = 7.333 ± .333; z = -1.650 , p = .099). Two themes emerged after the interviews and instructor reflections: 1) After instruction students had a more extensive understanding of classification in three areas: vocabulary terms, physical characteristics, and types of evidence used to classify. Both groups extended their understanding, but only POGIL students could explain how molecular evidence is used in classification. 2) The challenges preventing students from understanding classification were: familiar animal categories and aquatic habitats, unfamiliar organisms, combining and subdividing initial groupings, and the hierarchical nature of classification. The POGIL students were the only group to surpass these challenges after the teaching intervention. This study shows that POGIL is an effective technique at eliciting students\u27 misconceptions, and addressing these misconceptions, leading to an increase in student understanding of biological classification

The Effectiveness of Case-Based Learning in Facilitating Clinical Reasoning Skills in Undergraduate Anatomy and Physiology Instruction

Case-based learning (CBL) is an approach that uses clinical case activities in the classroom to engage students and encourage a deeper understanding of scientific concepts. Anatomy and Physiology (A&P) is a course that many students take as a prerequisite for admission to professional health schools. This study investigated the effect of CBL in facilitating clinical reasoning skills (CRS) in undergraduate A&P instruction. Undergraduate students from two classes taught by the same instructor participated in the study. One class (experimental group, n = 24 ) was taught with the CBL approach, and the other class (control group, n = 24 ) was taught without CBL. Quantitative data collected for this study were scores on the pretest and posttest clinical reasoning problem (CRP) instrument about the central nervous system, autonomic nervous system, and special senses. A 2 × 2 (CBL vs. No CBL × Pre-Posttest) mixed-model analysis of variance (ANOVA) was performed for each of the three systems with the scores on CRP as a dependent variable. Nine students were selected for interviews from the control and experimental groups based on their CRP assessments. Interviews were conducted after the completion of each CRP assessment, and content analysis was performed for the interview data.Analysis of the quantitative data revealed an increase in mean scores from pretest to posttest for those in the experimental group but a decrease in mean scores from pretest to posttest for those in the control group. Scores on special senses revealed a significant group × time interaction effect. Analysis of the interviews revealed that students in the experimental group utilized A&P concepts while reasoning through the CRP assessments. These results suggest that CBL may help facilitate CRS

Development of Flipped Classroom Based Guided Inquiry Learning System with Digital Literacy Using Discord Application on Thermochemistry

The era of the industrial revolution 4.0, teachers will deal with children who are very intense with gadgets or other technology. This is a challenge in the learning process. This article aims to produce a learning system with digital literacy based guided inquiry integrated flipped classroom using Discord application on thermochemistry and determining the validity and the practicality level. The study took six months to complete utilizing the Plomp Model and educational design research (EDR). The research steps carried out preliminary research and development of prototyping, this paper is limited to testing the validity and practicality of the developed learning system. The Subject of this research is lectures and teachers as expert review, and 9 students. Data on content and construct validity and practicality were analyzed using Aiken's V formula and practicality percent, respectively. Based on the study's findings, it was determined that the values of 0.84 for both construct and content validity fell into the category of being valid. Results that are practical, scoring 92% in the extremely practical category. Therefore, it was determined that the learning system created was genuine and usable so that its efficacy could be tested for future researc

First Steps of Putting Research into Practice: Utilizing Concept Inventories to Identify Biochemistry Misconceptions and the Development of a Guided Inquiry Activity to Correct the Identified Misconceptions

It is known that students leave science classes with an incomplete or incorrect understanding of some of the concepts covered in the courses. Identification of these misconceptions is difficult, as it usually involves conducting an hour long one-on-one interview with a student. Concept inventories were developed as a way for professors to identify misconceptions in their classroom in an efficient manner. However, there is no collection of biology, chemistry and biochemistry concept inventories and there has been no analysis of the quality of these inventories. One goal of the research was to collect these inventories and do the much needed analysis. Fifty-two concept inventories were collected and they were analyzed to determine if research was done with the target population and what form of validity and internal consistency are most reported. Previous research has indicated that biochemistry students have a difficultly with enzyme-substrate interactions and the Enzyme-Substrate Interactions Concept Inventory (ESICI) has been developed to determine the most common misconceptions related to this topic. Using the ESICI, misconceptions were identified in a one-semester biochemistry course and an activity was constructed for use in the classroom as a replacement for lecture-based teaching. This activity will help students to better incorporate enzyme-substrate interactions into their long-term memory as well as give them the chance to discuss their ideas with fellow students. The guided-inquiry activity was also tested for effectiveness as both an in-class activity and as a homework activity in order to determine for which setting this activity is best suited