Journal
JOURNAL OF CHEMICAL EDUCATION
Volume 97, Issue 10, Pages 3506-3520Publisher
AMER CHEMICAL SOC
DOI: 10.1021/acs.jchemed.0c00355
Keywords
General Public; First-Year Undergraduate/General; Collaborative/Cooperative Learning; Inquiry-Based/Discovery Learning; Learning Theories
Funding
- NSF [DUE-1611622]
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As a pedagogical approach, process oriented guided inquiry learning (POGIL) allows students to socially construct knowledge through iterative cycles that include three steps: exploring a model, inventing a concept, and applying the resulting ideas. A growing body of research indicates that relative to lecture-based approaches, POGIL supports student learning more effectively. In this article, we review research related to POGIL, focusing on the nature of the evidence used to evaluate its impact on student learning, as well as trends related to relevant features of the studies, such as theoretical and methodological choices. We find that this body of research has typically focused on quantitative measures that broadly assess student outcomes, with fewer studies concentrating on qualitative, theory-based explanations of student learning. Moreover, key features of POGIL implementation (e.g., theoretical underpinnings, activity structure, process skills, and student roles) remain understudied. On the basis of the review, we propose suggestions for future research and practice.
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