Journal article
A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice
Journal of chemical education, Vol.97(10), pp.3506-3520
10/13/2020
DOI: 10.1021/acs.jchemed.0c00355
Abstract
As a pedagogical approach, process oriented guided inquiry learning (POGIL) allows students to socially construct knowledge through iterative cycles that include three steps: exploring a model, inventing a concept, and applying the resulting ideas. A growing body of research indicates that relative to lecture-based approaches, POGIL supports student learning more effectively. In this article, we review research related to POGIL, focusing on the nature of the evidence used to evaluate its impact on student learning, as well as trends related to relevant features of the studies, such as theoretical and methodological choices. We find that this body of research has typically focused on quantitative measures that broadly assess student outcomes, with fewer studies concentrating on qualitative, theory-based explanations of student learning. Moreover, key features of POGIL implementation (e.g., theoretical underpinnings, activity structure, process skills, and student roles) remain understudied. On the basis of the review, we propose suggestions for future research and practice.
Details
- Title: Subtitle
- A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice
- Creators
- Jon-Marc G Rodriguez - Department of Chemistry, University of Iowa, 305 Chemistry Building, Iowa City, Iowa 52242, United StatesKevin H Hunter - Department of Chemistry, University of Iowa, 305 Chemistry Building, Iowa City, Iowa 52242, United StatesLeah J Scharlott - Department of Chemistry, University of Iowa, 305 Chemistry Building, Iowa City, Iowa 52242, United StatesNicole M Becker - Department of Chemistry, University of Iowa, 305 Chemistry Building, Iowa City, Iowa 52242, United States
- Resource Type
- Journal article
- Publication Details
- Journal of chemical education, Vol.97(10), pp.3506-3520
- DOI
- 10.1021/acs.jchemed.0c00355
- ISSN
- 0021-9584
- eISSN
- 1938-1328
- Grant note
- DOI: 10.13039/100000172, name: Division of Undergraduate Education, award: DUE-1611622
- Language
- English
- Date published
- 10/13/2020
- Academic Unit
- Chemistry
- Record Identifier
- 9984066334302771
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