From the Familiar to the Abstract: Exploring Grade 11 Learners' Development in Stoichiometry Problem Solving Competency with Exposure to POGIL

Autor/inn/en	Mamombe, Charles; Mathabathe, Kgadi C.; Gaigher, Estelle
Titel	From the Familiar to the Abstract: Exploring Grade 11 Learners' Development in Stoichiometry Problem Solving Competency with Exposure to POGIL
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 26 (2022) 2, S.166-180 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2022.2115652
Schlagwörter	Grade 11; High School Students; Chemistry; Problem Solving; Teaching Methods; Inquiry; Active Learning; Instructional Effectiveness; Foreign Countries; Learner Engagement; Learning Activities; Cognitive Processes; Competence; South Africa + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Unterrichtserfolg; Ausland; Lernaktivität; Cognitive process; Kognitiver Prozess; Kompetenz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This qualitative case study explored how exposure to Process-Oriented Guided Inquiry Learning (POGIL) improves 11th grade physical sciences learners' competency in solving stoichiometry problems. Two township schools of low socioeconomic status in Pretoria, South Africa, were conveniently and purposively sampled. Two classes (N = 48) composed of multicultural black learners of mixed gender participated in the study. Data were collected at each school using a pre-test, post-test and video-recorded classroom observations. The Interactive-Constructive-Active-Passive theory served as a conceptual and analytical framework to understand the nature of student engagement during the POGIL activities. High student engagement could contribute to improved problem-solving competency in the post-test. The findings from the classroom observations and recorded group discussions served as evidence of the learners' engagement. The learners collaboratively engaged in the analysis, synthesis and evaluation of ideas, reasoning and justifying their suggestions in solving POGIL tasks. Interactions were largely characterised as interactive and constructive modes of engagement, both facilitating deep processing strategies. Regarding data from the tests, problem-solving competency was classified at four levels based on Bloom's taxonomy. The pre-test results indicated a lack of competency in solving complex stoichiometry problems. ANOVA indicated that the differences in the frequencies of the competency levels found in the pre- and post-test are statistically significant. High student engagement could have contributed to improved problem-solving competency in the post-test, although more improvement could be made in terms of problem solving competency in questions introducing more complexity and higher cognitive demand such as multistep calculations. The study shows how using POGIL in high school science may empower learners with enhanced problem solving skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01