Process-oriented guided-inquiry learning (POGIL) is a student-centered instructional strategy to actively engage students in the classroom in promoting content mastery, critical thinking, and process skills. The students organize into groups of three to four, and each group member works collaboratively to construct their understanding as they proceed through the embedded learning cycle in the POGIL activity. Each group member has a specific role and actively engages in the learning process. The roles rotate periodically, and each student has the opportunity to develop essential process skills, such as leadership skills, oral and written communication skills, team-building skills, and information-processing skills. The student groups are self-managed, and the instructor serves as a facilitator of student learning. A POGIL activity typically contains a model that the students deconstruct using a series of guided, exploratory questions. The students develop concepts (concept invention) as the group members reach a valid, consensus conclusion. The students apply their concepts to new problems completing the learning cycle. The authors implemented POGIL instruction in several chemistry courses at Jackson State University and Tuskegee University. They share their initial findings, experiences, and insights gained using a new instructional strategy.
Authors Reeves and Tourné would like to acknowledge their students and the support of the Department of Chemistry and the College of Arts and Sciences at Tuskegee University, particularly Department Head Albert Russell and Dean Channapatna Prakash. This material is based upon work supported by the National Science Foundation under Grant No. 1719359. Authors Campbell and Bridges would like to acknowledge collaborators Drs Jaehwa Choi, Mercer University School of Medicine; Macon, Georgia and Fengxiang X. Han, Jackson State University; and the project evaluators, Drs Eugene Kennedy and Su-Seng Pang, Louisiana State University, Baton Rouge, Louisiana. We also acknowledge the students participated in the study and the support of the Department of Chemistry, Physics, and Atmospheric Sciences at Jackson State University; support was received from The POGIL Project and the National Science Foundation NSF DUE 0941955 and 1712477 awards.
Campbell, N., Reeves, M., Tourné, M. and Bridges, M. (2019), "Process-oriented Guided-inquiry Learning at Jackson State University and Tuskegee University", Broadening Participation in STEM (Diversity in Higher Education, Vol. 22), Emerald Publishing Limited, pp. 265-289. https://doi.org/10.1108/S1479-364420190000022012Download as .RIS
Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited