Refining Process-oriented Guided Inquiry Learning for Chemistry Students in an Academic Development Programme

Abstract

In this study, action research was used over two years to refine the implementation of process oriented guided inquiry learning for chemistry students in an academic development programme at a research-intensive South African university. Students' responses to guided inquiry were collected based on a three pillar framework underpinned by Cognitive Load Theory and the Information Processing Model. A mixed methods approach was used to gather data including observations, questionnaire responses, focus group interviews and student assessment results. The findings are exhibited year by year using the analysis tool, 'joint displays'. Findings from the first year of study highlighted student difficulty with factors contributing to extraneous load such as social dynamics, worksheet layout and time required. Revisions addressed these areas of difficulty in the second year with positive results in terms of student behaviour and achievement. Analysis of Year 2 findings lead to several recommendations for further guided inquiry revisions to serve novice students in the context of an academic development programme: prior knowledge should be activated to mitigate cognitive overload, relevant language should replace foreign terms to sensitise the perception filter, and, more explicit scaffolding could be embedded to enrich the student's germane cognitive load during processing.

A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice

“…The final sample included n = 87 articles published between 1999 and 2019. − For clarity, the sample in this work overlaps with the papers discussed in the reviews by Walker and Warfa ( n = 21) and Lo and Mendez ( n = 43); however, it should be noted that Walker and Warfa included dissertations and theses as part of their sample and Lo and Mendez included conference papers as part of their sample. Nevertheless, in both cases the goal of the reviews , was to provide an overview of the efficacy of POGIL as measured by assessments and surveys, with Walker and Warfa having a smaller sample due to the stringent requirements associated with meta-analyses, which require authors to provide sufficient statistical information.…”

“…The sample papers were published in 40 different journals, with the three most common journals represented being the Journal of Chemical Education , Chemistry Education Research and Practice , and the Journal of College Science Teaching . References − are the papers included in the review and all other references are articles used to supplement the discussion and provide context.…”

“…This type of design typically involved comparing assessment scores between a POGIL classroom and a traditional lecture classroom. The two assessments most commonly used for this comparison were student scores on instructor-generated exams and quizzes ,− ,,,,,,,,,,,,,,,,− , and ACS standardized exam scores. ,,,,,, Other measures included drop/fail/withdraw numbers and course grades. ,,,,, A few studies utilized other instruments such as concept inventories and assessments of critical thinking skills. ,,, The results of control-treatment studies such as these generally revealed that, relative to non-POGIL instruction, POGIL had a positive impact on students’ content knowledge. The findings also found an increase in the number of students with “A” grades ,, or international equivalents, and a decrease in the number of students in the withdraw/drop/fail category .…”

“…The primary aim of this paper is to review the extant research on the active learning approach known as Process Oriented Guided Inquiry Learning (POGIL), − which was first discussed in the Journal of Chemical Education over 20 years ago . Given that the implementation of POGIL involves modifying the presentation of content rather than the structure of the curriculum, it is best described as a content-neutral pedagogy. , Researchers and practitioners have applied POGIL to a broad range of contexts, including anatomy and physiology, ,,,, aviation, bioscience, …”

Modul Inkuiri Berbasis Potensi dan Kearifan Lokal pada Materi Biologi: Sebuah Penelitian Pengembangan

“…Dengan demikian, siswa lebih leluasa dalam mengeksplorasi materi pelajaran dan memfasilitasi perkembangan kemampuan kerjasama dalam proses pembelajaran (Fakayode et al, 2017;Mullins, 2017). Mundy & Potgieter (2019) dan Song (2016) melaporkan bahwa penerapan model inkuiri terbimbing memberikan hasil positif pada perilaku dan hasil belajar siswa. Selain itu, tingkat kepercayaan diri siswa meningkat (De Gale & Boisselle, 2015) dan terdapat peningkatan kemampuan pemecahan masalah (Fakayode et al, 2017;Hein, 2012) dan berpikir kritis (Fakayode et al, 2017).…”