POGIL strategy

Gale A.Bishop, R. Kelly Vance, Fredrick J. Rich, Brian. K. Meyer, E. J. Davis, R. H. Hayes, and N. B. Marsh

Field Geology Education: Historical Perspectives and Modern Approaches Field Education in Geology at Georgia Southern University: Historical Perspectives and Modern Approaches

BishopField-based learning practices in  Geology and Geography at Georgia Southern University  evolved over  50 years from  trips intended to enhance  major’s courses, through development of trips  enhancing learning in K-12 teachers and geology/geography majors, and culminating in synergistic, sustainable place-based outdoor education conserving loggerhead sea turtles (Caretta caretta Linnaeus, 1758).The St. Catherines Island Sea Turtle Program integrated "Conservation, Research, and Education" into a holistic program that,as of 2008 put 114,907  hatchlings into the Atlantic Ocean, promoted the distribution of knowledge through presentations, publications, and web-based outreach, and served 213 interns  They have impacted over 220,531students. Teacher-centered  lectures, and demonstration and explanation of techniques on the beach, followed by inquiry-based learning, have been accomplished by six faculty members and two GaDNR Interns who mentor 14 teacher-interns per year..Teacher-interns investigate loggerhead sea turtle  ecology, the history of St. Catherines Island, coastal physical processes, and make natural history collections for use in  classrooms. Instructional technologies include  distance learning, digital photography used in PowerPointTM" presentations, video-learning in the field, and integrated note-taking and field sketching. Research outcomes include  defined morphology of loggerhead nests, development of a Rapid Habitat Assessment Tool, conceptualization of the history of sea level rise, and definition and discovery of the first described Cretaceous sea turtle nest.  Educational reform in field- and  inquiry-based learning, and collaborative research in archaeology and zooarchaeology have also occured. Models of field-based learning are presented for emulation: The Scientific Learning Model, The Project-Based Natural History Program Model, and The Synergistic CPU Project Model. 

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This study aims to determine the effect of the Process Oriented Guided  Inquiry Learning (POGIL) model on Science Process Skills (SPS), cognitive abilities and the correlation between SPS and students' cognitive abilities on the reaction rate concept. The sample in this study were 35 students of class XI SMA Negeri Seribu Bukit 2016/2017 academic year. The data was collected through observation and test. 20 multiple choice questions (alpha=0.81) were used to collect data of student’s SPS. While students' cognitive abilities were obtained by pre-test and post-test using 20 multiple choice questions (alpha=0.84). The distributed normally and homogeneously. The hypothesis was tested by using Paired Sample t-Test at a significance level of 0.05. Based on the data analysis and hypothesis testing carried out, there was a significant difference in the effect of the POGIL model on Science Process Skills (SPS), cognitive abilities and significant interactions between SPS and students...

The effects of Process-Oriented Guided Inquiry Learning (POGIL) on students' performance and attitudes in Grade 12 was examined. A quasi-experimental research design was used in the classes; one in POGIL and the other in non-POGIL class. The instruments were composed of an academic assessment and an attitude survey. Descriptive statistics, t-test, and analysis of covariance (ANCOVA) were used. Results revealed a significant difference in the academic performance of students in a POGIL from those in the non-POGIL class. The attitudes of students in POGIL was significantly higher than those in the non-POGIL class.

The purpose of this study was to investigate the effect of Process Oriented Guided
Inquiry Learning (POGIL) method compared to traditional teaching method on 11th
grade students' conceptual understanding of electrochemistry concepts. Participants
were 115 students from a public school in Turkey. Nonequivalent control group
design was used. Two experimental groups and two control groups were randomly
selected. The experimental groups were taught using the POGIL method, while
control groups were taught using the traditional teaching method. An
Electrochemistry Concept Test (ECT) was administered to both groups as a pre-test
and post-test in order to assess the students' misconceptions and their conceptual
understanding of electrochemistry concepts. Gain scores were compared using
independent-samples t-test. The results showed that the POGIL method resulted in a
better acquisition of scientific conceptions and in changing misconceptions in
electrochemistry concepts than with traditional teaching methods.

The aim of this study was focused on identifying high school students' views regarding Process Oriented Guided Inquiry Learning (POGIL). In this study, a case study design was employed as the research method and the sample of this study was comprised of 11th-grade students in a chemistry class. The study was conducted during 2014-2015 spring semester. Purposeful sampling was used to identify the students. At the end of the implementation with POGIL, semi-structured interviews were conducted with 7 students to explore their views about POGIL. All of the interviews were audiotape recorded and transcribed. Summarizing content analysis was conducted to analyse the data. The results showed that all students improved positive attitudes towards POGIL. Also, after the data analysis, students' views about POGIL were grouped into four main categories. The categories were as in the following: POGIL and learning process, the views about effects of POGIL, the views about POGIL structure and the negative views about POGIL implementation.

Abstract- This study aims to determine the achievement of high-level thinking skills (HOTS) using the Process-Based Inquiry Learning Cycle (POGIL) cycle method in solving mathematical problems. The objectives of this study determine the level of mastery of HOTS and determine the type of difficulty at high level in mathematical problems. This study uses a quantitative
approach, namely the quasi-experimental design study cycle method involving 60 form 2 respondents who were randomly selected from one of the schools in Malaysia. The analysis of this study uses paired sample t-test inference statistics and oneway ANOVA. The findings show that there is a significant difference in the achievement of HOTS between groups using the POGIL cycle method and the control group. Furthermore, the findings show that using the POGIL cycle method can help
improve HOTS achievement in solving mathematical problems among students.
Keywords – Process Oriented Guided Inquiry Learning (POGIL), High Level Thinking Skills (HOTS), Learning cycle,
Secondary school, Mathematics

This research was conducted in order to determine whether the implementation of learning model POGIL (Process Oriented Guided Inquiry Learning) can increase participation and student learning outcomes. This research is a classroom action research with research subjects students of class XI SMA Institut Indonesia Sleman academic year 2015/2016. The research was conducted in two cycles of action, which is preceded by a pre-cycle activity. Research data on student learning outcomes obtained from the quizzes, worksheets and tests. The results showed that the implementation POGIL can improve student learning participation of 50% in the pre-cycle to 62.5% in cycle 1 and increased again to 85% in cycle 2. While the result of increased student learning, which is an average student learning outcomes in pre-sklius 69.92 increased to 81.75 in cycle 1 and increased again in cycle 2 at 88.65.

Malaysia Education Development Plan (PPPM) 2013-2025 is a long-term strategic plan that targets the quality of education in the country so that it can be improved within 13 years of the implementation of education transformation as a whole. There are five (5) system aspirations and six (6) student aspirations have been identified as catalysts to drive National educational excellence in the future. Among the results of the implementation of educational transformation is that the Ministry of Education Malaysia (MOE) intends to place the country in the top third in international assessments such as Trends in Mathematics and Science Studies (TIMSS) and the International Student Assessment Program (PISA) within 15 years. Teachers in particular need to equip themselves with the knowledge and skills as well as new teaching and facilitator practices relevant to the development and needs of the 21st century. Nevertheless, Krishnan, BA (2014) [9] in his study stated that most teachers are wil...

This article was written aimed to see improved students’ mathematical disposition and students’ Self Confidence with applying  model Process Oriented Guided Inquiry Learning (POGIL).The method of this research is descriptive quantitative. The subjects were 50 students of Tadris Matematika (TMA) STAIN Gajah Putih Takengon semester V. The instrument of this research are observation sheet and questionnaires. Observation sheet was giving to lecturer and students and questionnaires were giving to students to see improved mathematical disposition and Self Confidence. The students fill the questionnaires before and after they are given a treatment. Based on the results of this study it can be concluded that model Process Oriented Guided Inquiry Learning (POGIL) can be improved  students’ mathematical disposition and students’ Self Confidence. The average value of students’ mathematical disposition in pre-treatment is 64.10 and after treatment is given 76.91. And the average value of students’ Self Confidence in pre-treatment is 49.61 and after treatment is given 59.79.

"Process-oriented guided-inquiry learning (POGIL, rhymes with mogul) is one manifestation of [recent educational reform]. In a POGIL classroom students work in learning teams on specially designed activities that promote mastery of discipline content and the development of skills in the processes of learning, thinking, problem solving, communication, teamwork, management, and assessment. The POGIL classroom environment is appropriate for faculty who want to engage students in learning and help students develop the skills they need to be successful in courses, college, and careers. In this environment, students take on greater responsibility for their education; they learn to rely on thinking skills rather than memorization; they improve performance skills while learning subject content; and they develop positive relationships with other students and faculty." "….., two formats for implementing POGIL lessons have been used with nearly equal success. One focuses class time on problem solving. Students develop an understanding of the concepts by exploring the model, by responding to the critical thinking questions, and by working exercises as homework prior to the classroom session. They use the textbook as a resource in this task. Time in the classroom is used to bring closure to this homework assignment by using the technique of simultaneous reporting (Section 2E.). The teams then work problems and extended problems together and discuss solutions and their connections to the concepts."