Process Oriented Guided Inquiry Learning (POGIL) in Discrete Mathematics

Process Oriented Guided Inquiry Learning (POGIL) is an evidence-based instructional strategy used across Science, Technology, Engineering, and Mathematics (STEM) disciplines. In POGIL, student teams work on classroom activities specifically designed to guide them to construct understanding of key concepts and to develop key process skills, with active facilitation by a teacher. A pattern language for POGIL should help the POGIL community to more easily create, review, and revise POGIL activities, and use them effectively in the classroom. A previous paper described POGIL, some advantages of using patterns with POGIL, and patterns for some of the structure and elements of POGIL activities, including models used in learning cycles. This paper describes nine patterns to help teachers organize teams, lead discussions, and guide students to learn and reflect. These patterns should help teachers to use POGIL more effectively, and to better understand elements of POGIL that can be adapted to other settings.

As a form of active learning, POGIL (Process Oriented Guided Inquiry Learning) engages students by grouping them in teams to work collaboratively through activities and construct their own understanding of computer science content. POGIL activities are carefully designed to foster student learning by guiding students through a learning cycle of exploration, concept invention and application. Computer science assignments typically emphasize application questions and problems, where students are expected to apply the new concept to different applications (e.g., writing multiple programs involving while-loops). In contrast, POGIL activities require students to first explore a model, possibly by asking critical thinking questions about some code and its output, before leading students to recognize patterns in the model, thereby helping them to form a better understanding of the new CS concept. Only after students have explored and developed an understanding of the concept, do the POGIL activities proceed to more traditional application questions. Studies of POGIL's effectiveness in STEM classrooms have generally found that (1) attrition is lower for POGIL than for traditional courses; (2) content mastery is greater than for traditional instruction; (3) students prefer POGIL over traditional methods; (4) students have more positive attitudes about the course and the instructors; and (5) learning skills appear to improve during the course. These advantages have drawn many Computer Science instructors to adopt POGIL in their classrooms, but very few instructors are developing POGIL activities for Python, even though Python lends itself well to learning cycle questions as an interpreted language. All CS instructors, but especially Python instructors, can benefit from adding exploration and concept invention questions to assignments before asking application questions.The growing popularity of Jupyter Notebooks makes it even easier for instructors to embed learning cycle questions in Python (or any other Jupyter supported programming language). This special session will provide SIGCSE attendees the opportunity to experience a CS POGIL activity for themselves, before introducing attendees to the learning cycle. Attendees will be view several examples of exploration and concept invention questions, which should be helpful to anyone creating CS assignments, not just POGIL instructors. The presenters will provide a short tour of two collections of POGIL activities in Python before the question and answer period.

This paper describes the effects of implementing the Process-Oriented Guided-Inquiry Learning (POGIL) strategy in an introductory chemistry class for non-science majors. Student attitudes and learning outcomes were compared between a traditionally taught section and POGIL implemented section using attitudinal survey questionnaires and content assessments as measurement tools. Qualitative data from open-ended student questionnaires and comments were analyzed in an effort to cross-validate findings from different methods. Content materials, test format, scheduling and grading were controlled for both sections. Results from ANOVA, t tests and ANCOVA indicated that compared to the control group, students in the POGIL group: (a) ended with significantly more positive attitudes relating to group work and communication, and (b) showed significant gains in the final content assessment, especially in the areas of information retention and conceptual understandings. Despite these positive learning outcomes, students in the POGIL group were more critical of the instructional strategies used and did not self-report greater gains in conceptual knowledge, problem solving or critical thinking skills at the end of the course than did students in the control group. This lack of association between student perceptions of ability and their performance in the course and the negative comments made about the instructional strategy indicate that some students are uncomfortable with the role of the instructor as a facilitator of learning in the POGIL strategy. Finally, the positive attitudinal effects of the POGIL method did not include more positive perceptions about science and chemistry. The findings of this action research study support the use of nontraditional methods of instruction for nonscience majors, but suggest that there are barriers to student perceptions of gain that still need to be addressed.

This research took place within the context of ongoing educational reforms to promote inquiry-based science instruction and a desire to draw evidence to inform adoptions of western pedagogical practices in a high-context culture like Qatar. We report on the outcomes from Process Oriented Guided Inquiry Learning (POGIL) in a foundation chemistry course based on students’ achievement, their perceived learning gains, and their self-efficacy. The study utilized quantitative data obtained from normalized content tests and instruments to measure perceived learning gains and attitudes and experience. Qualitative data from open-ended student questionnaires were analyzed to cross-validate findings from the study. Positive effects of POGIL during fall (semester 1) and spring (semester 2) semesters were evidenced by (a) improved mean scores and medium to large effect sizes for content test results, perceived learning gains, and self-efficacy levels and (b) a positive correlation between the measures of perceived learning gains and self-efficacy. Students self-reported increased self-efficacy, interest, and better understanding of concepts using the POGIL method. Comparing fall and spring semesters, student reluctance and negative perceptions of the POGIL approach gradually diminished. Students were able to adapt easily to POGIL—a method of teaching that they had not experienced before but which was compatible with the high-context culture in which they live. In addition, this study reflects the current condition of science learning in Qatar, where the emerging outcomes of educational reforms play an important role in preparing local students to transition into higher education.

As part of the POGIL Teaching to Increase Diversity and Equity in STEM (TIDES) project, seven instructors at five institutions adopted Process Oriented Guided Inquiry Learning (POGIL) activities for their first-year courses. These POGIL activities were designed to regularly prompt students to reflect on the relevance of the curriculum to their own lives, but instructors did not successfully incorporate students' cultures into their classes. Students were significantly more comfortable with computers after taking the course with the POGIL activities, even compared to students taking a similar course from the same instructors. However, there was no overall effect on students' attitudes towards the role of computers in their lives or their interest in taking more CS classes. Based on the instructors' implementations, the authors developed “Levels of Student Participation and Stages of Relevant Curriculum” to help all POGIL faculty assess how to make their classrooms more inclusive and make their curriculum more relevant. As instructors become more reflective about their practices and gain experience with POGIL, the authors expect that these POGIL activities and practices will improve students' attitudes towards computing and students' interest in CS careers.

The active learning student-centered teaching approach process-oriented guided inquiry learning (POGIL) is a stimulating peer-based pedagogical method gaining momentum based on reported students’ outcomes that align with STEM undergraduate goals and objectives and job market competencies. Specific advanced topics in biology are intractable to many undergraduate students and require innovative, collaborative methods to produce desired learning outcomes. Chemistry instructors originally designed POGIL, and while biology-based POGILs are present in the literature, there is a limited amount of POGILs available in molecular biology. Thus, the current article illustrates a POGIL exercise that explores the central dogma, a fundamental principle in molecular biology. The central dogma of molecular biology provides a framework for gene expression processes and describes the flow of genetic information in living organisms. The central dogma describes how DNA nucleotides are transcribed into RNA nucleotides and translated into proteins. This seminal concept of molecular biology is critical to student understanding in introductory and advanced biological sciences courses. The POGIL exercise is organized based on the learning cycle model associated with inquiry-focused teaching techniques. The learning cycle model promotes gradual concept comprehension and real-world utilization. An increase in molecular biology POGIL exercises is required to improve student understanding and course grades in molecular biology or related disciplines. Examining the efficacy of using the current molecular biology POGIL exercise is necessary from the perspectives of undergraduate students and biology faculty to fortify POGIL usage at colleges and universities.

Teaching methods can help learners to develop problem-solving skills and enhance their achievement in stoichiometry. Process oriented guided inquiry learning (POGIL) is one of the teaching methods that promote problem-solving skills because it provides opportunities for learners to work with many formulae through many steps in solving problems such as stoichiometric calculations of number of moles and concentration of solutions. To understand how POGIL can improve learners’ achievement and develop problem-solving skills, four grade 11 physical sciences classes of mixed gender and multicultural black learners were purposefully and conventional sampled from four different township schools in Pretoria, South Africa. Through pre- and post-test case study and lesson observations, two different independent groups (POGIL group and lecture group) were included in the study. POGIL group constituted 48 students, while lecture group 62 students taught by their respective teachers at their schools for three weeks using English second language. The results from the pre-test suggest that learners in all the four classes lacked problem-solving competencies in solving both the low-order and the high-order stoichiometry questions. According to the research interpretation, lesson observations of POGIL were active learning while lecture method was passive learning. The post-test results indicate statistically significant greater problem-solving competencies in POGIL group than in the lecture group. The study recommends the use of POGIL in teaching stoichiometry.

This study aims to determine the effect of concept-based reasoning through learning strategy Process Oriented Guided Inquiry Learning (POGIL) to student achievement on the redox subject. This type of research is a quasi-experimental research with a Non-equivalent Control Group Design. The sampling used purposive sampling technique, which obtained by two classes, one as control class using Guided Inquiry Learning (GIL) and the other as experiment class using Process Oriented Guided Inquiry Learning (POGIL). Generated data during the study was analyzed by using descriptive and inferential statistical analysis of t-test. The average posttest grade of the control class is 66.91 while in the experimental class is 71.30. The results showed that there was a difference of chemistry learning achievement in control class and experiment class with tcount = 3.0810; ttable = 1.668 (tcount> ttable). The existence of these differences indicates that the application of concept-based reasoning through Process Oriented Guided Inquiry Learning (POGIL) strategy has a positive effect to students learning achievement on the redox subject. Keywords: POGIL Learning, Learning Achievement, Redox

This study aims to determine the effectiveness of an electronic student worksheet based on the Process Oriented Guided Inquiry Learning model in improving students learning outcomes on chemical calculation material at an Islamic senior high school. The research applied a quasi experimental approach using a one group design. The participants were students from a science class who learned through an electronic worksheet developed according to the stages of orientation exploration concept invention and application. The learning process emphasized active inquiry collaboration and guided knowledge construction supported by digital media. Data on student learning outcomes were collected through achievement tests. The results indicate a meaningful improvement in students learning outcomes after using the electronic worksheet. This finding shows that the POGIL based electronic worksheet has a strong influence on enhancing students conceptual understanding and problem solving skills. In addition the electronic worksheet facilitates active and collaborative learning while integrating technology into chemistry instruction. The learning materials also incorporate Qur’anic values that support character building alongside scientific understanding. Overall the findings confirm that electronic student worksheets based on Process Oriented Guided Inquiry Learning are effective instructional tools for improving chemistry learning outcomes and supporting holistic student development in digital learning environments.

POGIL (Process Oriented Guided Inquiry Learning) is based on the principle that students learn more when they construct their own understanding. Instead of attending lecture, student teams work through POGIL activities to discover concepts on their own, while instructors circulate and facilitate learning. Students learn the material better, and this constructivist approach also teaches them important process skills, including critical thinking, team work, and leadership. In this special session, SIGCSE attendees will experience a POGIL activity for themselves, learn about the structure of POGIL activities (through a POGIL meta-activity), and hear perspectives from teachers who recently adopted POGIL activities available at http://cspogil.org. We will share classroom-tested guided inquiry activities and discuss how POGIL can transform CS classes at all levels, from high school to graduate-level classes, from small schools to large universities.

The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course

Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation Sri Septianti, Muzzazinah, Meti Indrowati; Development needs analysis of e-modul based on POGIL (process oriented guided inquiry learning) on structure material and function of plant network student class XI. AIP Conference Proceedings 27 January 2023; 2540 (1): 020019. https://doi.org/10.1063/5.0107274 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAIP Publishing PortfolioAIP Conference Proceedings Search Advanced Search |Citation Search

This study analyzes the effectiveness of the Process-Oriented Guided Inquiry Learning (POGIL) model in enhancing the mathematical reasoning ability of students in Indonesia. A systematic literature review and meta-analysis approach was employed. The inclusion criteria required data to be sourced from international journals and proceedings indexed in the Science and Technology Index (SINTA), Scopus, and Web of Science. Research data were collected from databases such as Google Scholar, ScienceDirect, Mendeley, Wiley, Springer, and ERIC. Studies included in the analysis were published between 2020 and 2024, focused on the POGIL model and students' mathematical reasoning ability, and provided complete data for effect size calculation. Keywords used for data searches included "Process Guided Inquiry Learning," "Student Mathematical Reasoning," "Implementation of Process Guided Inquiry Learning," and "Effect of Process-Oriented Guided Inquiry Learning on Students' Mathematical Reasoning Ability." Data analysis was conducted using JSAP software version 0.8.5. The findings, based on the analysis of twenty-five effect sizes, indicate that POGIL is highly effective in enhancing students' mathematical reasoning ability in Indonesia. The summary effect size was 1.14, with a p-value less than 0.001 and a confidence interval ranging from 0.512 to 1.35, which is categorized as a very high effect size. Students taught using the POGIL approach demonstrated significantly improved mathematical reasoning skills compared to those taught with conventional methods. This improvement was particularly evident in their ability to analyze mathematical problems, construct logical arguments, and evaluate alternative solutions.

This study aimed to analyze the implementation of the Process Oriented Guided Inquiry Learning (POGIL) model with the Socioscientific Issues (SSI) of environmental pollution in an effort to improve students’ scientific knowledge. The population in this research was 53 grade VII students at a junior high school in Bandung. The research used a quasi-experimental design with 24 multiple choice questions as the research instrument. The experimental group was taught through the POGIL model with the SSI context, while the control group was taught through a scientific approach. Based on data analysis, the n-gain category of scientific knowledge of the experimental class in content knowledge, procedural, and epistemic domains were dominant in the medium category of 50%, high of 46%, and high of 73%. The n-gain category of the control class in content knowledge, procedural, and epistemic domains was dominant in the low category of 52%, low of 41% and high of 67%. The result obtained from the t-test on normal and homogenous data showed that there was a significant difference. Based on the data analysis, the scientific literacy skill of students who received POGIL with SSI was better than students who received the scientific approach, and the attainment of students’ scientific knowledge domains was in the high category. Keywords: implementation, inquiry learning, socioscientific issues, environmental pollution, student Literacy

Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to investigate how these adopted western pedagogies are aligned with the high context culture of Qatar. The study presented in this article highlights the implementation of a student-centred intervention called Process-Oriented Guided Inquiry Learning (POGIL) in selected independent Arabic government schools in Qatar. The study followed a theoretical framework composed of culturally relevant pedagogical practice and social constructivism in teaching and learning. A mixed method research design involving experimental and comparison groups was utilised. Carefully structured learning materials when implemented systematically in a POGIL intervention helped Grade 10 science students improve their perceptions of chemistry learning measured from pre- and post-tests as measured by the What Is Happening In this Class (WIHIC) questionnaire and school-administered achievement test. The study further provided school-based mentoring and professional development opportunities for teachers in the region. Significantly, POGIL was found to be adaptable in the Arabic context.