Abstract
Problem-based learning, process-oriented guided inquiry learning, and peer-led team learning are student-centered, active-learning pedagogies commonly used in science education. The characteristic features of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their particular situation.
Highlights
Problem-based learning (PBL),1 process-oriented guided inquiry learning (POGIL), and peer-led team learning (PLTL) represent three student-centered pedagogies in science that have received wide attention and National Science Foundation (NSF) support in the past two decades
Pratibha Varma-Nelson current address: Department of Chemistry and Center for Teaching and Learning, Indiana University-Purdue University, Indianapolis (IUPUI). This effort originated from an evening discussion among T.E., R.M., H.B.W., and others at the MADCP (Middle Atlantic Discovery Chemistry Project) Meeting in 2004 at George Washington University, which was continued at the MADCP Meeting at Washington College, Chestertown, MD, in 2007
For faculty interested in adopting active-learning strategies, the ‘‘PXnL’’ pedagogies provide a rich array of options, but may generate confusion due to their mix of shared and contrasting features
Summary
Problem-based learning (PBL), process-oriented guided inquiry learning (POGIL), and peer-led team learning (PLTL) represent three student-centered pedagogies in science that have received wide attention and NSF support in the past two decades. Students work in self-managed teams during class on specially designed materials These activities consist of a series of carefully crafted questions (the ‘‘guided inquiry’’) that generally follow the three-phase ‘‘learning cycle’’ approach [14,15,16,17] which includes an exploration phase, a concept invention phase, and an application phase. The facilitation planned by the instructor and the roles that the students fulfill enable the development of process skills beyond what is addressed within the activity itself [16, 18, 19] In some ways, this is similar to the team-based learning approach developed by Michaelsen et al [20, 21]. Constructivist ideas of Dewey Constructivism and the ‘‘learning cycle’’ Constructivism and ‘‘zone of and Piaget proximal development’’
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