TY  - CHAP
AB  - Abstract 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.
VL  - 22
SN  - 978-1-78756-908-9, 978-1-78756-907-2/1479-3644
DO  - 10.1108/S1479-364420190000022012
UR  - https://doi.org/10.1108/S1479-364420190000022012
AU  - Campbell Naomi F.
AU  - Reeves Melissa S.
AU  - Tourné Marilyn
AU  - Bridges M. Francis
PY  - 2019
Y1  - 2019/01/01
TI  - Process-oriented Guided-inquiry Learning at Jackson State University and Tuskegee University
T2  - Broadening Participation in STEM
T3  - Diversity in Higher Education
PB  - Emerald Publishing Limited
SP  - 265
EP  - 289
Y2  - 2024/09/23
ER  -