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

Autor/inn/en	Rodriguez, Jon-Marc G.; Hunter, Kevin H.; Scharlott, Leah J.; Becker, Nicole M.
Titel	A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice
Quelle	In: Journal of Chemical Education, 97 (2020) 10, S.3506-3520 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez, Jon-Marc G.) ORCID (Becker, Nicole M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Educational Research; Teaching Methods; Active Learning; Inquiry; Instructional Effectiveness; Outcomes of Education + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Unterrichtserfolg; Lernleistung; Schulerfolg
Abstract	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. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01