Abstract: While the inquiry approach to science teaching has been widely recommended as an epistemic mechanism to promote deep content understanding, there is also increased expectation that process and other transferable skills should be integral part of science pedagogy. To test the hypothesis that coupling process skills to content teaching impacts academic success measures, we meta-analyzed twenty-one studies (n = 21) involving 7876 students that compared Process Oriented Guided Inquiry Learning (POGIL), a pedagogy that provides opportunities for improving process skills during content learning through guided-inquiry activities, to standard lecture conditions. Based on conventional measures of class performance, POGIL had a small effect on achievement outcomes (effect size = 0.29, [95% CI = 0.15–0.43]) but substantially improved the odds of passing a class (odds ratio = 2.02, [95% CI: 1.45–2.83]). That is, participants in the POGIL pedagogy had higher odds of passing a course and roughly performed 0.3 standard deviations higher on achievement measures than participants in standard lectures. In relative risk terms, POGIL reduced the risk of failing a course by 38%. These findings suggest providing opportunities to improve process skills during class instruction does not inhibit content learning but enhances conventional success measures. We compare these findings with those of recent large meta-analysis that examined the effects of global active learning methods on achievement outcomes and course failure rates in science, technology, engineering, and mathematics (STEM) fields.

Abstract: Seven instructors at five institutions adopted process-oriented guided inquiry learning (POGIL) activities for their first-year courses. These POGIL activities were designed to prompt students to reflect on the relevance of the curriculum to their own lives. Students were significantly more comfortable with computers after taking the POGIL courses, even compared to students taking the same course from the same instructors. However, there was no overall effect on students' interest in taking more CS classes. Based on these findings, the authors developed "Levels of Student Participation and Stages of Relevant Curriculum" to help POGIL faculty make their classrooms more inclusive and their curriculum more relevant. Follow-up interviews with seven instructors demonstrated a marked increase in their plans to make their course content relevant to students.

Abstract: One aim of inquiry activities in science education is to promote students’ participation in the practices used to build scientific knowledge by providing opportunities to engage in scientific discourse. However, many factors influence the actual outcomes and effect on students’ learning when using inquiry materials. In this study, discourse from two physical chemistry classrooms using the Process-Oriented Guided Inquiry Learning (POGIL) approach was analyzed using a lens of scientific argumentation. Analysis of the complexity of reasoning in students’ arguments using a learning progression on chemical thinking indicated that students did not employ very complex reasoning to construct arguments. To explain the distribution of reasoning observed, a separate analysis of the curricular materials was performed using the Task Analysis Guide for Science (TAGS). Results indicate a relationship between the task's targeted scientific practice and how students used evidence in their arguments as well as between the task's cognitive demand and the complexity of reasoning employed in arguments. Examples illustrating these relationships can be used to inform implications for design of inquiry materials, facilitation of classroom discourse, and future research. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 9999:XX–XX, 2017

Abstract: This research aims to analysis students' geometric thinking ability and theoretically examine the process-oriented guided iquiry (POGIL) model. This study uses qualitative approach with descriptive method because this research was done without any treatment on subjects. Data were collected naturally. This study was conducted in one of the State Junior High School in Bandung. The population was second grade students and the sample was 32 students. Data of students' geometric thinking ability were collected through geometric thinking test. These questions are made based on the characteristics of geometry thinking based on van hiele's theory. Based on the results of the analysis and discussion, students' geometric thinking ability is still low so it needs to be improved. Therefore, an effort is needed to overcome the problems related to students' geometric thinking ability. One of the efforts that can be done by doing the learning that can facilitate the students to construct their own geometry concept, especially quadrilateral's concepts so that students' geometric thinking ability can enhance maximally. Based on study of the theory, one of the learning models that can enhance the students' geometric thinking ability is POGIL model.

Abstract: In this paper, we will describe the experience of the authors in using process-oriented guided inquiry learning (POGIL) in calculus at four institutions across the USA. We will briefly examine how POGIL compares to and fits in with other kinds of inquiry-based learning approaches. In particular, we will first discuss the unique structure of a POGIL activity, which includes a model and a learning cycle of specific types of questions. We then turn to a discussion of the particular characteristics of a classroom implementation of a POGIL activity, including facilitation strategies an instructor might use, the importance of specified student roles in groups, and different ways of reporting out. Finally, we provide some preliminary data on student pass rates in non-POGIL and POGIL calculus classrooms in the participating institutions. Throughout the paper, we use examples from student dialogues as groups were working through POGIL activities developed for Calculus I by the authors.

Abstract: This research is aimed at determining the effect of POGIL model teaching on the understanding of Natural Science Concept, Skill of Sciences Process, and Critical Thinking Capability of student in photosynthesis. This research is a experiment with nonequivalent control group design. The sample were selected randomly and the hypothesis was analized with Manova and t-test. The rsearch concludes that (1) there an effect of POGIL model teaching in understanding Natural Sciences concept (2) there an effect of POGIL model teaching on Skill of Sciences Process (3) there an effect of POGIL model teaching on the capability of critical thinking (4) there is simultaneous effect of the application of POGIL model teaching on the Natural Sciences concept, Skill of Sciences Process and in the capability of critical thinking. Keywords: POGIL, understanding Natural Sciences concept, Skill of Sciences Process and the capability of critical thinking

Abstract: ENHANCING AND EVALUATING SCIENTIFIC ARGUMENTATION IN THE INQUIRYORIENTED COLLEGE CHEMISTRY CLASSROOM By ANNABEL N. D’SOUZA Advisor: Dr. Wesley Pitts This research presented in chapters 2, 3, and 4 in this dissertation uses a sociocultural and sociohistorical lens, particularly around power, authority of knowledge and identity formation, to investigate the complexity of engaging in, supporting, and evaluating high-quality argumentation within a college biochemistry inquiry-oriented classroom. Argumentation skills are essential to college and career (National Research Council, 2010) and for a democratic citizenry. It is central to science teaching and learning (Osborne et al., 2004a) and can deepen content knowledge (Jiménez-Aleixandre et al., 2000; JiménezAleixandre & Pereiro-Munhoz, 2002). When students have opportunities to make claims and support it with evidence and reasoning they may also increase their problem-solving and critical thinking capacity (Case, 2005; Willingham, 2007). Overall, this has implications in supporting students to become increasingly literate in scientific ideas, language, and practices. However, supporting argumentation can be challenging for instructors, particularly in designing leaning environments that facilitate and evaluate both the process and the product during student discussions (Duschl & Osborne, 2002). Fostering argumentation is complex and

Abstract: This paper describes the creation, use, and evaluation of POGIL (Process Oriented Guided Inquiry Learning) activities in a Data Structures course. POGIL draws upon constructivist and collaborative learning theories in which students work in teams through guided sets of questions. The purpose of this study was to see how students valued POGIL activities in terms of their learning. Survey responses were used to assess how students valued POGIL. Over 90% of students stated that POGIL helped them learn the material. Not only did it help them learn data structures, they reported value in working through problems with others, seeing how others think, being accountable for their own learning, and using the activities to review the material. Overall, POGIL was valued by students and this teaching method could be of value to other computing courses.

Abstract: The art of teaching is continuously evolving and advancing, making chemistry teachers re-evaluate their methods of instruction every year. The purpose of this review is to identify current pedagogical methods and technologies best used to teach chemistry in secondary schools. The science based pedagogies such as problem-based learning (PBL), process-oriented guided inquiry learning (POGIL), [1], and project-based learning (PjBL) aligned with the application of appropriate technology servers are the core foundation for teaching all 21st century learners.

Abstract: The principles of process oriented guided inquiry learning (POGIL) are applied to a binary solid–liquid mixtures experiment Over the course of two learning cycles, students predict, measure, and model the phase diagram of a mixture of fatty acids The enthalpy of fusion of each fatty acid is determined from the results This guided inquiry experiment, which was developed as part of the POGIL-PCL (Physical Chemistry Laboratory) Project and tested at multiple institutions, relies on “green” materials and can be carried out by students using simple or sophisticated apparatus

Abstract: Process Oriented Guided Inquiry Learning (POGIL) is an evidence-based pedagogical approach in which student teams work on classroom activities designed to help them collaboratively construct understanding of key concepts, and at the same time to develop process skills including communication, critical thinking, problem solving, and teamwork. POGIL activities use learning cycles in which teams are given a model (e.g. a diagram, graph, table, or sample code) and then answer questions that guide them to explore the model, invent their own understanding of key concepts, and then apply that understanding in other contexts. The instructor is not a lecturer, but an active facilitator who observes student teams, interacts to address problems, and leads classroom discussion as needed. POGIL has been used across STEM disciplines (including chemistry, engineering, computer science, and mathematics), and research studies generally find that students have better learning outcomes. The CS-POGIL project and the IntroCS-POGIL project both seek to expand the use and evidence of POGIL in Computer Science and related areas. The 2011 NSF TUES CS-POGIL project developed sample POGIL activities for topics in intermediate level CS courses, and helped to develop a POGIL community in CS through conference presentations, support for CS faculty to attend 3-day regional POGIL workshops, and online discussions. The 2017 NSF IUSE IntroCSPOGIL project is a larger-scale study of how faculty implement POGIL in introductory CS courses and the factors that affect faculty implementation and student outcomes.

Abstract: 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.

Abstract: The purpose of this study was to analyzing the effectiveness of POGIL model learning with ethnomathematics nuance by using student worksheets towards student’s mathematical communication ability in quadraliteral materialand. The population in this research was the students of seventh grade Junior High School 1 Welahan on year 2016/2017. By using simple random sampling, the selected samples were VII-A as control class with PBL model learning and VII-B as experiment class with POGIL model learning with nuance ethnomathematics by using student worksheet. The methods which have been used to collect data were documentation, test, and questionnaire. Data were analyzed using proportion test, independent samples t-test, and linear regression. The result of research showed that (1) Student’s mathematical communication ability which have studied with POGIL model learning with ethnomathematics nuance by using student worksheets reach the minimum score criteria, (2) The average of student’s mathematical communication ability by implementing POGIL model learning with ethnomathematics nuance by using student worksheets better than the average of student’s mathematical communication ability by implementing PBL model learning, (3) Respect to local culture attitude influenced toward mathematical communication ability with the number 55,5%.

Abstract: The goal of the study was to develop a laboratory module in the mechanical and thermal characterizations of the 3D printed specimens by the ASTM standard test-methods in order to improve an undergraduate materials laboratory course utilizing Extrusion Material (EM) technique. A small-scale-low-cost EM printer was used as a default-test-printing machine to produce the test-specimens for the ASTM standards of D6110 (Charpy impact test), D638 (tensile test), and D648 (heat deflection test), respectively; these test specimens were printed using a filament material (Polylatic acid (PLA)) and were evaluated according to the ASTM standards designated. The results of the mechanical and thermal tests for the 3D printed specimens were contrasted to the published data for comparison. In addition, the study presented the survey results of intended learning outcomes (ILOs) in the laboratory course designed by POGIL (Process-Oriented Guided Inquiry Learning) approach for active learning in undergraduate materials education.

Abstract: Implementing inquiry-based modules within a course can be effective and enable instructor experimentation, without completely transforming an entire course. For instructors new to inquiry-based learning (IBL), we state hallmarks of the practice and point out the merits of strong IBL communities. An inquiry-based approach may alleviate some current common issues in Calculus I. We present two activities and evidence of their effectiveness and adaptability, and describe their POGIL style of guided inquiry learning that raises awareness of the learning process. We share the experience of a “traditionally-oriented” faculty member transitioning to a more student-centered pedagogy, reflecting on advantages of using a combination of pedagogical styles.

Abstract: Weight and mass are two fundamental physics concepts that students need to master prior to learning more advanced physics concepts. These two concepts have been taught to students beginning from primary level and at the lower secondary level. The teaching of these concepts was conducted using various instructional strategies. Despite concerted efforts by teachers, students still retained various misconceptions about these concepts. Among various constructivist-based learning approaches, process-oriented guided inquiry learning (POGIL) has been identified as an effective approach in reducing misconceptions and improving learning. In this study, POGIL was used to remediate Form 1 (equivalent to grade 7) students’ misconceptions about weight and mass. Findings of ANCOVA analysis indicate that there was significant difference between the post-test mean scores of the experimental (M exp = 3.64; SDexp = 0.49) and comparison groups (M com = 5.32; SDcom = 0.78) with the result favouring the former. Furthermore the paired samples t-test and interview responses show that POGIL has reduced the misconceptions to a certain extent.

Abstract: A review of the literature has shown the interest and implementation of the Process Oriented Guided Inquiry Learning (POGIL) method in introductory Materials Science and Materials Engineering Courses. In this limited study, in an Engineering Materials Technology course, both the Traditional method of teaching and POGIL were employed. At approximately one third of the semester, students were assessed solely on the Traditional method of lecturing, at approximately the second third of the semester, students were assessed after both methods were employed, and at the end of the semester, the students were assessed only on the use of POGIL. The first assessment, which was based on the Traditional method, will be used as a bench mark. Concerning resources for this class, two materials textbooks were utilized for this purpose, a Materials Science and Engineering, and a guided inquiry Materials Science and Engineering textbook, each by different authors. The feedback of the students was also received in the form of a survey given them by the instructor, and will be further analyzed, in an effort to indicate information, such as their preference of the Traditional method of teaching versus POGIL, and the particular learning method that they believe to have had a greater impact on their learning. Students also indicated whether group members did contribute effectively to their learning outcomes, as they also worked in groups during the implementation of POGIL. Although other forms of evaluation were utilized during the specific semester, such as report writing and powerpoint presentations, these were not included in the study, as they may not have had a direct bearing on the research.

Abstract: The purposes of this study are to assess the differences student’s physics learning achievement and retention of learning achievement between classes applied model process-oriented guided inquiry learning (POGIL) with a class that implemented the model direct instruction. This research is a quasi-experimental research design posttest only control design. Data were analyzed using t-test using SPSS version 22. The results of the analysis of learning achievement data showed the Sig. (2-tailed) of 0.852 or> 0.05 and a data retention of learning achievement for 0,462 or> 0.05, which means there is no significant difference, in other words the model POGIL gave no significant effect on the results of learning achievement and retention of student learning achievement. Data retention of student learning achievement obtained one week after the post test the experimental class amounted to 94.73% and 96.64% of the control class are both included in the high category

Abstract: This poster presents our NSF collaborative project "Enhancing Cybersecurity Education Using POGIL". Although the POGIL (Process Oriented Guided Inquiry Learning) instructional approach has been used and evaluated in science and engineering disciplines, the use of POGIL in cybersecurity education is not in place due to the lack of POGIL materials in cybersecurity. To deliver key learning outcomes as well as "soft skills" in cybersecurity students, we are developing POGIL materials for teaching cybersecurity, implementing the POGIL teaching pedagogy in cybersecurity courses, and evaluating the teaching and learning effectiveness of the developed POGIL materials and teaching method. We are developing POGIL materials for fifteen topics in six areas: cryptography, access control, network security, risk management, web security, and secure coding. These POGIL materials will be implemented and evaluated in eight different courses at three universities. Through assessing the developed POGIL materials and teaching method, we seek to answer the following research question: Is using the POGIL method more effective than the traditional/lecture-based teaching method in terms of learning outcomes, learning experience, attitudes and motivation? The developed POGIL materials will contribute to the effective resources for cybersecurity education, and enhance cybersecurity education by developing student key skills as well as improving student attitudes, motivation and enjoyment in learning.

Abstract: The aim of this study is to develop the POGIL (Process Oriented Guided Inquiry Learning) strategy of acids and bases concepts based on intertextual learning. The strategy was designed to assist students mastery concepts by interrelating the chemistry phenomena and acid-base concepts on three level representations: macroscopic, submicroscopic, and symbolic. The development process was initiating by curriculum analysis, developing three level representations of acid-base concepts, designing POGIL strategy intertextual-based, preparing instrument to measure students’s mastery concept, and POGIL aplication in a limited class. All instruments were judged by the experts (chemistry lecturers and teachers) in term of content validity. The results were considered valid by all validators with some improvements based on the validator’s suggestions and

Abstract: The aim of this study was to determine the effect of POGIL assisted with mind mapping toward the science learning outcomes. The type of this study was quasi experimental research with non equivalent design posttest only control group design. The population of this research was the students of grade 5 of primary school in cluster II of Banjar district in Buleleng regency. The sample of this study was the students of grade 5 of SDN 2 Tigawasa, SDN 3 Dencarik, and SDN 3 Tigawasa. The data were collected by using the learning achievement test. The analysis technique used was anova. The result of the study showed that there was a significant effect of POGIL assisted with mind mapping toward the science learning outcomes (F = 27.13 and significance < 0.05). The mean of science learning outcomes for the student who were taught by POGIL assisted with mind mapping was 25.25 more than the student who were taught by POGIL was 24.36 more than the students who were taught by conventional method was 18.16. Thus, there was a significant effect of POGIL assisted with mind mapping toward the science learning outcomes.

Abstract: : This research is aimed to investigate the students’ improvement through POGIL (Process Oriented Guided Inquiry Learning) learning model. It is a classroom action reesarch. The research was taken under two cycles of four steps (planning, implementing, observing, and reflecting). The data was collected through observation, interviews, and questionnaires. The result of the research shows that there is a significant improvement upon the students’ science processing skill through POGIL learning model. Key Words : students’ science processing skill, Process Oriented Guided Inquiry Learning, POGIL Abstrak : Penelitian ini bertujuan untuk mengetahui perkembangan siswa melalui pembelajaran POGIL ( Process Oriented Guided Inquiry Learning ). Penelitian ini adalah penelitian tindakan kelas. Penelitian dilakukan sebanyak 2 siklus dari 4 langkah (perencanaan, pelaksanaan, pengamatan, dan refleksi). Data dikumpulkan melalui observasi, wawancara, dan kuesioner. Hasil penelitian menunjukkan bahwa ada peningkatan yang signifikan terhadap keterampilan proses sains siswa melalui model pembelajaran POGIL. Kata kunci : kemampuan proses sains siswa, Proses Oriented Guided Inquiry Learning, POGIL

Abstract: This workshop introduces Process-Oriented Guided Inquiry Learning (POGIL) to CS instructors. In a POGIL classroom, teams of 3- to 4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach, and has been shown to significantly improve student performance. Workshop participants will work through POGIL activities as students, and work through POGIL meta-activities that are designed to help teachers learn core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses and concepts. We will also invite interested attendees to participate in IntroCS POGIL, a recently funded NSF project working to make it easier for CS faculty to adopt POGIL by disseminating high quality instructional resources and enhancing professional development practices. For more information, see http://cspogil.org and http://pogil.org, including activities for CS1, CS2, and other courses.

Abstract: W hen structured well, collaborative learning can build computer science (CS) knowledge while growing a more inclusive student community [1,2]. In this issue, we explore a specific kind of collaborative learning—POGIL— Process-Oriented Guided Inquiry Learning. As the developers of POGIL in CS describe it, in POGIL students work in teams on activities that are specifically designed to guide them to construct their own understanding of key concepts, and at the same time to develop important process skills such as communication, critical thinking, and problem solving. The instructor is not a lecturer, but an active facilitator of student learning [3].

Abstract: POGIL (Process Oriented Guided Inquiry Learning) is a form of active learning where students work collaboratively through activities designed to guide them to discover concepts on their own. POGIL is based on the principle that students will learn and retain more when they construct their own understanding of the computer science (CS) content. Working in groups of three to four, students develop process skills, such as problem solving, communication, and teamwork. This special session will first provide SIGCSE attendees the opportunity to experience a CS POGIL activity for themselves. We will then discuss different ways that instructors might adopt POGIL for use in their classroom, and how the adoption of POGIL by multiple instructors in a department can change the culture of the department.

Abstract: This workshop introduces Process -Oriented Guided Inquiry Learning (POGIL) to CS instructors. In a POGIL classroom, teams of 3- to 4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach, and has been shown to significantly improve student performance.