Document Type

Contribution to Books

Publication Date

2019

Page Numbers

69-84

Abstract

As described in chapter 1, the POGIL pedagogy is an integrated combination of intentionally designed guided-inquiry activities and a focus on process skills involving the active engagement of student teams that are facilitated by an instructor. POGIL activities are structured according to the learning cycle (described in Chapter 1). The activities of a POGIL classroom frame the thinking that students will do during class. The students in constructing ideas and mastering material (Bodner, 1986; Driver, Asoko, Leach, Scott, & Mortimer, 1994). Because this approach is different from the kind of classroom that most teachers experienced as students, many do not have good models for what it might look like. For this reason, it is important to frame POGIL pedagogy by exploring how guided inquiry is situated in the larger context of active learning strategies and how the pedagogical approaches fall into the category of inquiry-based learning. This chapter provides a review of active learning and its value for supporting student learning in the classroom, with a special focus on cooperative learning that is relevant to the POGIL classroom. The implementation of the learning-cycle-based guided inquiry of POGIL, described in chapter 1, will then be situated in the larger context of the various forms of inquiry-based learning. Last, while this chapter focuses on the guided-inquiry component of the POGIL pedagogy, it is important to recognize that in the classroom implementation of POGIL, the guided-inquiry and process components are highly integrated.

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