POGIL in Chemistry Courses at a Large Urban University: A Case Study

Ruder, Suzanne M.; Hunnicutt, Sally S.

doi:10.1021/bk-2008-0994.ch012

Cited by 24 publications

(20 citation statements)

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“…Several studies report an upward shift in student test scores corresponding to one letter grade for students taught using POGIL instead of traditional pedagogy in college chemistry courses (P. Brown, 2010a;S. Brown, 2010b;Farrell et al, 1999;Rudder & Hunnicutt, 2008). The similarities in those studies to this present study are presented in the following paragraphs.…”

Section: Current Findings and Previous Studiessupporting

confidence: 73%

“…Similar to findings at the college level, secondary students who were taught in POGIL classrooms performed better on chemistry assessments than their peers who were taught using traditional pedagogy in this study. Several studies report an upward shift in student test scores corresponding to one letter grade for students taught using POGIL instead of traditional pedagogy in college chemistry courses (P. Brown, ; S. Brown, ; Farrell et al., ; Rudder & Hunnicutt, ). The similarities in those studies to this present study are presented in the following paragraphs.…”

Section: Discussionmentioning

confidence: 99%

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The Effectiveness of Process‐Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry

Barthlow¹,

Watson

2014

School Sci & Mathematics

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A nonequivalent, control group design was used to investigate student achievement in secondary chemistry. This study investigated the effect of process‐oriented guided inquiry learning (POGIL) in high school chemistry to reduce alternate conceptions related to the particulate nature of matter versus traditional lecture pedagogy. Data were collected from chemistry students in four large high schools and were analyzed using analysis of covariance. The results show that POGIL pedagogy, as opposed to traditional lecture pedagogy, resulted in fewer alternate conceptions related to the particulate nature of matter. Male and female students in the POGIL group posted better posttest scores than their traditional group peers. African‐American and Hispanic students in the POGIL group exhibited achievement gains consistent with Caucasian and Asian students. Further studies are needed to determine the value of POGIL to address achievement gap concerns in chemistry.

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Section: Current Findings and Previous Studiessupporting

confidence: 73%

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Process‐Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry

Barthlow¹,

Watson

2014

School Sci & Mathematics

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“…POGIL approaches can also be used for developing laboratory experiments [22–25]. Although POGIL has been used most extensively in small classes, it has been adapted for classes as large as several hundred with much success [26, 27].…”

Section: Descriptions Of the Pedagogiesmentioning

confidence: 99%

Pedagogies of engagement in science

Eberlein

Kampmeier

Minderhout

et al. 2008

Biochem Molecular Bio Educ

317

195

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“…Several studies have been conducted to test the effectiveness of applying this model at different levels and subject matter. One such study is the Ruder & Hunnicutt (2008) study which states that the application of the POGIL model succeeded in significantly changing the learning environment compared to the small classes. Based on these studies, students who were taught by using POGIL were very attentive, so the classroom atmosphere became interactive through group work in the classroom.…”

Section: Process Oriented Guided-inquiry Learningmentioning

confidence: 99%

Improving the Quality of Learning Environment Through Process Oriented Guided Inquiry Learning (Pogil) Enriched by Socioscientific Issues (Ssi) on Chemistry Solution

Rahayu¹,

Aldresti²,

Fajaroh³

2019

International Conference on Education

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The main goal of science/chemistry education is achieving scientific literacy for all students. For this purpose, there are some competencies and skills need to be developed in a supporting learning environment. This study aimed to examine students' perceptions on learning environment in the POGIL -SSI instruction in the chemistry solution topic. A quasi experiment with posttest only was designed. The subject consisted of 85 high school students who divided into Experiment group 1 (N = 28), Experiment group 2 (N = 29), and Contol group (N = 28) and were teached using POGIL-SSI, POGIL, and conventional instructions, respectively. Data of students' perceptions was collected using WIHIC instrument (Cronbach Apha = 0.943) and analized using One-Way ANOVA and Post-Hoc LSD test. The result shows that there is a significant difference on students' perceptions among the three groups. However, Experiment group 1 is not significantly different from Experiment gorup 2.

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POGIL in Chemistry Courses at a Large Urban University: A Case Study

Cited by 24 publications

References 0 publications

The Effectiveness of Process‐Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry

The Effectiveness of Process‐Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry

Pedagogies of engagement in science

Improving the Quality of Learning Environment Through Process Oriented Guided Inquiry Learning (Pogil) Enriched by Socioscientific Issues (Ssi) on Chemistry Solution

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