Process Oriented Guided Inquiry Learning Research Articles

Statistical Analysis in a Longitudinal Study of the Implementation of Process Oriented Guided Inquiry Learning at Norwich University

Statistical Analysis in a Longitudinal Study of the Implementation of Process Oriented Guided Inquiry Learning at Norwich University

Development of Process Oriented Guided Inquiry Learning Worksheets (POGIL) to Improve Critical Thinking Skills and Science Process Skills

This study aims to determine the feasibility of POGIL-based LKPD to empower students' critical thinking skills and Science Process Skills. The type of research used is research and development with research procedures using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). This research is limited to the feasibility test of POGIL-based LKPD at the development stage. The assessment of the results of the validity test and the practicality test of the questionnaire is interpreted on a Likert scale. Based on data analysis, the following results were obtained: product validity test in the form of POGIL-based LKPD by media experts obtained an average of 87% with very feasible criteria and 78.3% by material experts with feasible criteria. Practicality tests conducted by Biology teachers get an average of 84.35% and students 85% with very decent criteria.

Development of Student Worksheets based Process Oriented Guided Inquiry Learning to Remediate Student’s Misconceptions on Acid and Base

This study aims to describe the feasibility of POGIL-based student worksheets to remediate misconceptions in terms of validity, practicality, and effectiveness, with the object of research of 11th grade students of Al-Islam Krian High School. Validity was measured from the content and construct validation sheets. The responses and activities of students measure practicality. Effectiveness is measured by the percentage of misconceptions that turn toward understanding the concept. The development of this Student Worksheet refers to the development of Research and Development (R&D). The model used is the 4D model, which consists of 4 stages, namely define, design, development, and dissemination. The research that has been carried out is limited to the development stage in the trial step. The validation result data is ordinal data that can be analyzed by determining the mode of each assessment aspect. The validity of worksheet is reviewed from the validity of content and construct which obtained a mode score of 4 with a valid category. The practicality results show that the worksheet is efficient with the activity for each trial of 95.56%, 95.56%; and 97.22%. The practicality of worksheet based on the POGIL learning model in terms of student response questionnaires using a Guttman scale through positive and negative statements with the answers "Yes" or "No" with the results of positive student responses of 95.78%.The effectiveness of the worksheet in terms of the results of shifting misconceptions towards understanding concepts was 81.06% in the theory of acids and bases, 70.09% in the strength of acids and bases, and 69.86% in acid and base indicators, with a significance value of 0.000 in the Wilcoxon test. The results showed that the POGIL-based worksheet developed was feasible to be able to remediate students' misconceptions on acid and base materials.

Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry.

A parallel series of general chemistry courses for Life Science Majors was created in an effort to support students and improve general chemistry outcomes. We created a two-quarter enhanced general chemistry course series that is not remedial, but instead implements several evidence-based teaching practices including Process Oriented Guided Inquiry Learning (POGIL), Peer-Led Team Learning (PLTL), and the Learning Assistant (LA) model. We found that students who took enhanced general chemistry had higher persistence to the subsequent first organic chemistry course, and performed equally well in the organic course compared to their peers who took standard general chemistry. Students in the first enhanced general chemistry course also reported significantly higher belonging, although we were unable to determine if increased belonging was associated with the increased persistence to organic chemistry. Rather we found that the positive association between taking the enhanced general chemistry course and persistence to organic chemistry was mediated by higher grades received in the enhanced general chemistry course. Our findings highlight the responsibility we have as educators to carefully consider the pedagogical practices we use, in addition to how we assign student grades.

POGIL (Process Oriented Guided Inquiry Learning) e-Worksheet to Improve Critical Thinking Skills on Reaction Rate Material

The aims of this research were to obtain the eligibility of the POGIL e-worksheet to improve students' critical thinking skills on reaction rate material in terms of validity, practicality, and effectiveness criteria. The type of research was research and development using the ADDIE development model with three stages, Analyze, Design, and Development. The research was obtain validity from the validation sheet in terms of the eligibility of content, presentation, language, and design getting mode ≥ 3 so it was declared valid. Practicality was obtained from a response questionnaire supported by a student activity observation sheet. Overall practicality of the response questionnaire has 89.09% (very practical), while the learner activity observation sheet getting mode = 1. Effectiveness was obtained from the pretest and posttest of critical thinking skills supported by student learning results. The result of the critical thinking skills test got N-gain, 0.929 Interpretation, 0.722 Analysis, 0.694 Evaluation, 0.556 Inference, and 0.933 Explanation and obtained a significance value of 0 in the paired sample t-test so it was concluded there was an increase in students' critical thinking skills in reaction rate material after using POGIL e-worksheet. The learning outcomes test data were analyzed using the Wilcoxon signed rank test has 0 probability value, then it can be concluded there is an increase in student learning outcomes in reaction rate material after using the POGIL e-worksheet. Based on the results of validity, practicality, and effectiveness, the development of the POGIL e-worksheet is feasible.

Impact of Process Oriented Guided Inquiry Learning on Motivation and Logical Thinking

Bu çalışmada yarı-deneysel desenlerden eşitlenmemiş kontrol gruplu desen kullanılarak, Süreç Odaklı Rehberli Sorgulamayla Öğrenmenin (POGIL®) yedinci sınıf öğrencilerinin fen bilimleri dersindeki motivasyonlarına ve mantıksal düşünme becerilerine etkisi araştırılmıştır. Araştırmaya kontrol grubundan 28 ve deney grubundan 27 olmak üzere toplam 55 öğrenci katılmıştır. Katılımcılar uygun örnekleme yöntemi ile belirlenmiştir. Kontrol grubunda Saf Madde ve Karışımlar ünitesi, öğrenciler arası etkileşimin sınırlı olduğu süregelen öğretim yöntemi ile öğretilirken deney grubunda POGIL ile öğretilmiştir. Katılımcıların mantıksal düşünme becerilerini ölçmek için Mantıksal Düşünme Grup Testi ve fen bilimleri dersine yönelik motivasyonlarını ölçmede ise Öğrenmede Güdüsel Stratejiler Ölçeği’nin Motivasyon Ölçeği ön test ve son test olarak uygulanmıştır. Bulgulara göre uygulamanın sonunda POGIL grubunun, süregelen öğretim yöntemlerinin uygulandığı gruba kıyasla motivasyon ve mantıksal düşünme becerisi puanları anlamlı düzeyde daha yüksektir. Sonuç olarak POGIL’in Saf Madde ve Karışımlar ünitesini öğretmede ortaokul öğrencilerinin motivasyon ve mantıksal düşünme becerilerini geliştiren etkili bir strateji olduğu söylenebilir.

Process-Oriented Guided-Inquiry Learning Model and Critical Thinking Ability of Elementary School Students

The ability to think critically in learning mathematics still needs to be improved. It is caused by several factors and student errors in solving math problems. This study aims to determine the effect of the process-oriented guided-inquiry learning model on students' critical thinking skills on the circumference and area of a rectangle. This type of research is experimental with a post-test-only control group design. The population of this study was fourth-grade students consisting of 3 classes. Through random cluster sampling, two samples were selected: class IVc with 24 students as the experimental class and class IVb with 25 as the control class. The research data was obtained using the test method. The instrument used is a test sheet. The data analysis technique used is the normality test, homogeneity test, and t-test. The research used the help of the SPSS Version 26 program. The study results showed an effect of Process Oriented Guided-Inquiry Learning on the critical thinking skills of fourth-grade students on the perimeter and area of a rectangle. With these findings, the researcher recommends using the Process Oriented Guided-Inquiry Learning model to improve critical thinking skills.

Validity of Electronic Module Based on Process Oriented Guided Inquiry Learning (POGIL) Model to Train Students' Science Process Skills

The research aimed to validate the electronic module (e-module) based on the process oriented guided inquiry learning (POGIL) model on the topic of Vibrations, Waves, and Sounds in junior high school. The e-module developed was expected to help students learn independently and practice the science process skills. The research method was a research and development in accordance with the Plomp (2013) model. There were three validation components in the developed e-module\, i.e.: material, pedagogical, and media validation. This e-module has been validated based on the average assessment score given by the validators. The validation results of the material, pedagogical, and media were in a very valid category, with a percentage of 91.6%, 88.9%, and 89.8%, respectively. In short, the developed e-module produced excellent assessment results. Moreover, it was feasible for use in the science learning process of junior high school and can train students' science process skills

Improving critical thinking and problem-solving skills through POGIL combined with digital mind map

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students’ critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning. This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totalling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students’ critical thinking and problem-solving skills.

PENGGUNAAN MODEL PEMBELAJARAN POGIL (PROCESS ORIENTED GUIDED INQUIRY LEARNING) TERHADAP HASIL BELAJAR SEKOLAH DASAR

This research is motivated by the low learning outcomes of students at school base. One of the efforts to overcome this problem is to using the POGIL learning model (Process Oriented Guided Inquiry Learning). In this study, Quantitative. The research design used by the researcher is “Nonequivalent control group design” or quasi-experimental research. Study This was done at SDN 020 Ridan Permai. Cempaka Putih Street, Bangkinang City, in Class VB-VC Semester 2 (Even) with a total of 23 students in VB class and VCclass. Dataccollection techniquesmused inmresearch This is an interview and test questions (pre-test and post-test) Oriented Guided Inquiry Learning) is higher than the learning outcomes using the conventional. This can be seen from the T test with a significant level of 0.001 < 0.05 then HO is rejected and Ha is accepted. So it can be concluded that there is a difference which is significant in science learning outcomes between POGIL. learning models (Process Oriented Guided Learning) in class VB

Integrating inquiry-based learning into engineering education: A case study

ABSTRACT Inquiry-based learning as an instructional approach has been popular amongst STEM (i.e. science, technology, engineering, mathematics) disciplines, but the practice specifically in engineering education deserves further exploration. Employing a case-study approach, the present study was aimed to explore POGIL (Process Oriented Guided Inquiry Learning) as an instructional strategy in an engineering course that included inquiry-based group activities. Using a questionnaire, students were then asked to report how they perceived their experience. The instructor’s perception was garnered through an interview. Findings suggested that most students were in favour of the inquiry-based activities, but challenges in the implementation coexisted especially because it was conducted during the covid-19 pandemic. Pedagogical recommendations were provided to shed light on future implementation.

Implementation of Process Oriented Guided Inquiry Learning Model Learning (Pogil) on Understanding of Science Concepts, Skills Science Process and Student's Critical Thinking Ability

The purpose of this study was to determine the effect of the Audi Video Tenik Class XI Student Learning model at SMK Negeri 2 Pematangsiantar who had not carried out scientific inquiry in an effort to grow the ability to think, work, and behave scientifically. This study is a quasi-experimental design study with a nonequivalent control group. Sampling technique with a simple random sample. Hypothesis testing using Manova analysis and t test. The results showed that (1) there was an effect of the POGIL learning model on understanding science concepts, (2) there was an effect of the POGIL learning model on science process skills, (3) there was an effect of the POGIL learning model on critical thinking skills, and (4) there was a significant effect. significant application of the POGIL learning model simultaneously to understanding science concepts, science process skills, and critical thinking skills.

Introduction of Inclusive Learning Activity Sheet (ILAS) in Teaching Hard Concepts in Chemical Education for STEM

The Department of Education (2021) states that inclusive education encourages diversity and the unique contributions of each student in the classroom. The goal of making, testing, and using the Inclusive Learning Activity Sheet (ILAS) to teach hard chemical concepts is to help STEM students improve their academic potential as independent learners in hard chemistry lessons. The foundation of the study is set by social constructivism (n.d.) and Process-Oriented Guided Inquiry Learning (POGIL, 2018). The cross-method triangulation technique is used to collect and analyze data in this quasi-experimental study. Three evaluation stages, a pre-test, a post-test, and a retention test, were conducted, and an adapted DepEd-LMRDS validation instrument was used to ensure the quality of the ILAS as SLMs for General Chemistry 2. There were twenty-eight (28) STEM student participants who were purposefully sampled and five (5) expert ILAS validators involved in this study. Before the study was conducted, participants read and signed a consent form outlining the nature, goal, and methodology of the research. Participants were guaranteed confidentiality and anonymity in the study report (Creswell, 2020). According to the findings, the created ILAS for General Chemistry 2 demonstrated a highly acceptable (HA) measure based on the five acceptance criteria of LMRDS. There was a significant rise in the number of students with outstanding performance in General Chemistry, from 25.00 percent on the pretest to 57.14 percent on the retention test. The ILAS for General Chemistry 2 helps STEM students improve their grades and remember what they’ve learned in a statistically significant way. To keep education fair and high-quality for all students, it is recommended to change and build self-learning resources for different classes in every subject that have been carefully tested by experts. Keywords: Chemical education, inclusive learning material, STEM achievement, teaching strategy

Hands-on immunology: Engaging learners of all ages through tactile teaching tools.

Ensuring the public has a fundamental understanding of human–microbe interactions, immune responses, and vaccines is a critical challenge in the midst of a pandemic. These topics are commonly taught in undergraduate- and graduate-level microbiology and immunology courses; however, creating engaging methods of teaching these complex concepts to students of all ages is necessary to keep younger students interested when science seems hard. Building on the Tactile Teaching Tools with Guided Inquiry Learning (TTT-GIL) method we used to create an interactive lac operon molecular puzzle, we report here two TTT-GIL activities designed to engage diverse learners from middle schoolers to masters students in exploring molecular interactions within the immune system. By pairing physical models with structured activities built on the constructivist framework of Process-Oriented Guided Inquiry Learning (POGIL), TTT-GIL activities guide learners through their interaction with the model, using the Learning Cycle to facilitate construction of new concepts. Moreover, TTT-GIL activities are designed utilizing Universal Design for Learning (UDL) principles to include all learners through multiple means of engagement, representation, and action. The TTT-GIL activities reported here include a web-enhanced activity designed to teach concepts related to antibody–epitope binding and specificity to deaf and hard-of-hearing middle and high school students in a remote setting and a team-based activity that simulates the evolution of the Major Histocompatibility Complex (MHC) haplotype of a population exposed to pathogens. These activities incorporate TTT-GIL to engage learners in the exploration of fundamental immunology concepts and can be adapted for use with learners of different levels and educational backgrounds.

Does process-oriented guided inquiry learning (POGIL) improve students’ science academic performance and process skills?

ABSTRACT This study investigates the effects of process-oriented guided inquiry learning (POGIL) on the academic performance and science process skills of Grade 10 Filipino students in science. Specifically, this study aimed to (1) determine and compare the level of academic performance of students when exposed to POGIL and non-POGIL and (2) assess the scientific process skills of students before and after being exposed to POGIL and non-POGIL. Two (2) Grade 10 were tested using POGIL and the traditional lecture method (non-POGIL). Using a teacher-made pre/post assessment and an adapted basic science process skills test, results showed that (1) the academic performance of the POGIL class was ‘Satisfactory’ (x̄ = 77.76), while the non-POGIL class attained the ‘Fairly Satisfactory’ level (x̄ = 67.00); a statistically significant difference was found to occur for the level of academic performance between the POGIL and non-POGIL groups (f = 31.072; p < 0.001). (2) The science process skills of the students in POGIL were ‘Nearing Mastery’ (x̄ = 6.68), while the non-POGIL reached ‘Moving towards Mastery’(x̄ = 5.99); there was a statistically significant difference in the science process skills of learners between POGIL and non-POGIL groups (t = 4.52; p = 0.006).

From the Familiar to the Abstract: Exploring Grade 11 Learners’ Development in Stoichiometry Problem Solving Competency with Exposure to POGIL

This qualitative case study explored how exposure to Process-Oriented Guided Inquiry Learning (POGIL) improves 11th grade physical sciences learners’ competency in solving stoichiometry problems. Two township schools of low socioeconomic status in Pretoria, South Africa, were conveniently and purposively sampled. Two classes (N = 48) composed of multicultural black learners of mixed gender participated in the study. Data were collected at each school using a pre-test, post-test and video-recorded classroom observations. The Interactive–Constructive–Active–Passive theory served as a conceptual and analytical framework to understand the nature of student engagement during the POGIL activities. High student engagement could contribute to improved problem-solving competency in the post-test. The findings from the classroom observations and recorded group discussions served as evidence of the learners’ engagement. The learners collaboratively engaged in the analysis, synthesis and evaluation of ideas, reasoning and justifying their suggestions in solving POGIL tasks. Interactions were largely characterised as interactive and constructive modes of engagement, both facilitating deep processing strategies. Regarding data from the tests, problem-solving competency was classified at four levels based on Bloom’s taxonomy. The pre-test results indicated a lack of competency in solving complex stoichiometry problems. ANOVA indicated that the differences in the frequencies of the competency levels found in the pre- and post-test are statistically significant. High student engagement could have contributed to improved problem-solving competency in the post-test, although more improvement could be made in terms of problem solving competency in questions introducing more complexity and higher cognitive demand such as multistep calculations. The study shows how using POGIL in high school science may empower learners with enhanced problem solving skills.

Guided Inquiry Collaborative Learning (GICL) for Online Teaching in Cybersecurity: Challenges and Recommendations

The COVID-19 pandemic has required many educators to offer online courses. Given the evidence of the effectiveness of the Process-Oriented Guided Inquiry Learning (POGIL), many educators are interested in implementing POGIL in online environments. This paper first discusses the challenges of using the POGIL approach to teach courses. Then we share our experience and our proposed approach (GICL) for teaching cybersecurity topics via the Zoom platform in the online environment. Recommendations for overcoming some of these challenges for online teaching are provided.

Measuring changes in hydrolysis concept of students taught by inquiry model: stacking and racking analysis techniques in Rasch model

This research aimed to employ stacking and racking analysis techniques in the Rasch model to measure the hydrolysis conceptual changes of students taught by the process-oriented guided inquiry learning (POGIL) model in the context of socio-scientific issues (SSI) with the pretest-posttest control group design. Such techniques were based on a person- and item-centered statistic to determine how students and items changed during interventions. Eleventh-grade students in one of the top-ranked senior high schools in the eastern part of Indonesia were involved as the participants. They provided written responses (pre- and post-test) to 15 three-tier multiple-choice items. Their responses were assessed through a rubric that combines diagnostic measurement and certainty of response index. Moreover, the data were analyzed following the Rasch Partial Credit Model, using the WINSTEPS 4.5.5 software. The results suggested that students in the experimental group taught by the POGIL approach in the SSI context had better positive conceptual changes than those in the control class learning with a conventional approach. Along with the intervention effect, in certain cases, it was found that positive conceptual changes were possibly due to student guessing, which happened to be correct (lucky guess), and cheating. In other cases, students who experienced negative conceptual changes may respond incorrectly due to carelessness, the boredom of problem-solving, or misconception. Such findings have also proven that some students tend to give specific responses after the intervention in certain items, indicating that not all students fit the intervention. Besides, stacking and racking analyses are highly significant in detailing every change in students’ abilities, item difficulty levels, and learning progress.

Using Process-oriented, Guided-inquiry Learning in the Teaching of Academic Literacy

This paper presents a quantitative analysis of an intervention study that used process-oriented, guided-inquiry learning (POGIL) to teach grammar as part of an academic literacy module in the Extended Curriculum Programme (ECP) at the University of Pretoria. In the first semester of the Language and Study Skills (LST) module, four key grammatical functions (parts of speech, sentence structure, punctuation, and discourse markers) are foundational to subsequent writing skills taught throughout the year. These grammatical functions are adaptable to quiz-style instruction and assessment and are taught online in this way; however, many LST students still struggle with the application of these functions well into the second semester. The POGIL method, which falls within the inquiry-based learning framework (Abraham, 2005) and is influenced by constructivisim and the learning cycle (Cracolice, 2009), presents an alternative approach which is suited to LST’s content and teaching mode. LST is presented in smaller classes of around 50 students, and emphasis is placed on practical application activities and student participation. The POGIL method aligns with this mode as it scaffolds the learning process through worksheets which students need to complete in small, carefully organised groups, thus requiring students to actively construct and apply knowledge, engage in deep learning and lay the foundations for independent learning. The potential applications of POGIL to academic literacy and language instruction have received little attention in teaching and learning research, as the method has typically been used and researched in STEM instruction. Furthermore, existing research is context-bound to institutions outside of South Africa. The POGIL-based intervention study for the LST module was thus designed to respond to the specific educational context and needs of the ECP students. Specifically, the study sought to establish whether the POGIL method of instruction improved students’ application of certain grammatical functions when compared to online, quiz-style instruction. A teaching intervention was conducted using POGIL-style worksheets, after which the performance of the intervention group was compared to the performance of a control group using data from items in formal assessments (two semester tests and an examination). Analysis of this data indicates that the POGIL group performed better than the control group in all five constructs, though the difference in performance was statistically significant in only four constructs. The paper concludes with a suggestion that further research should be conducted to investigate the relationship between students’ level of capability and their response to POGIL-style language instruction; some possibilities for the continuation of the study are outlined. The research therefore contributes to the small, but growing body of work on POGIL instruction by expanding it to include academic literacy and ECP instruction.

Electron Location, Location, Location: Understanding Biological Interactions

Introductory Biology courses typically introduce the structure and function of biomolecules such as proteins and nucleic acids. To understand biomolecules fully, students require knowledge of fundamental chemistry concepts such as covalent bonding, intermolecular interactions and hydrophilicity/hydrophobicity (1).&nbsp;Students enter our large (&gt;400 student) course with a notoriously limited conceptual grasp of basic chemistry principles.&nbsp;Our lesson is an activity designed on the principles of POGIL (<a href="https://pogil.org/">Process Oriented Guided Inquiry Learning</a>).&nbsp;In 50 minutes, students build their own definitions of the following: polar vs. non-polar covalent bonds, hydrophilicity/hydrophobicity and the nature of hydrogen bonding based simply on the relative electronegativities of oxygen, nitrogen, carbon and hydrogen.&nbsp;We find that this exercise improves students&rsquo; understanding of these chemical concepts. Since adopting this activity, students have been better able to understand biomolecular structures and predict interactions between molecules. <em>Primary image:</em>&nbsp;Hydrogen Bond.&nbsp;Possible hydrogen bond interaction that can form between two simple organic molecules.