This study explored how Process-Oriented Guided Inquiry Learning (POGIL) elicits learners’ reasoning about stoichiometry. The study further explored the perceptions of both teachers and learners over the use of POGIL in the field of stoichiometry. A qualitative case study was carried out at two conveniently and purposely sampled township schools in Pretoria, South Africa. For this purpose, two 11th grade physical sciences classes (N=48) and their respective teachers who were previously trained to teach using POGIL, gave consent to participate in the study. Data were collected using pre-intervention test, post-intervention test and lesson observations, as well as focus group interviews for learners and individual interviews for teachers. All data were coded and analysed with the aid of ATLAS.ti software for qualitative data analysis. The pre-intervention test indicated that the learners lacked reasoning in solving stoichiometry questions. The post-intervention test results indicated that the learners improved their mathematical reasoning and achievement. The findings from the observations indicate that the learners were excited, motivated and actively engaged in their work, assisting one another by endeavouring to answer questions supported with justification. The findings from the focus group interviews indicate that the learners were excited to learn using POGIL and wished to use it in other subjects such as mathematics. The learners anticipated an improvement in their grades and understanding of stoichiometry. The findings from the teachers’ interviews indicated that they too appreciated using POGIL. They found POGIL useful in reducing misconceptions, increasing learner participation, increasing understanding and achievement, and felt that their learners were interested in utilising POGIL as a learning tool. The results indicated that POGIL increased learners’ reasoning, understanding, achievement, active participation, and interest in learning. / Thesis (PhD)--University of Pretoria, 2021. / National Research Foundation (NRF) / Science, Mathematics and Technology Education / PhD / Unrestricted

This study compared two levels of inquiry in high school physics classrooms over a year-long course. One class fit well the definition of guided-inquiry and the other matched common descriptions of open-inquiry. Four sections of introductory physics at Lone Peak High School in Highland, Utah were randomly divided into two sections for each treatment. The majority of students in all classes were sophomores with relatively few juniors and seniors. The guided-inquiry classes followed the Modeling Instruction Program developed at Arizona State University, while the open-inquiry classes were be based on an approach used by Wolff-Michael Roth, at the University of Victoria, British Colombia. The independent variable in this study was the level of inquiry of the high school physics class. The dependent variables of interest were the students' short-term and long-term understanding of introductory physics concepts as well as the student's attitudes towards physics. The Force Concept Inventory (FCI) and the Utah State Criterion Referenced Physics Test (CRT) were used to judge learning of physics concepts and the Colorado Learning Attitudes about Science Survey (CLASS) was used to analyze changes in views towards physics. FCI results showed no statistically significant differences in short-term or long-term mean scores between the two treatments. Small practical significance was found in the greater short-term mean gain scores of the guided-inquiry class with an effect size of .34. The CRT showed the open-inquiry class to have a higher mean score that was slightly statistically significant (p-value of .049) and at a medium level of practical significance with an effect size of .43. A curious result arose when comparing the scores on each of the FCI posttests. The open-inquiry treatment had a higher increase in average gain score that was found to have statistical significance with a p-value of .010 as well as practical significance in the medium range with an effect size of .57. Both treatments were found to have somewhat unfavorable effects on students' opinions towards physics. Additionally, the open-inquiry treatment had a more polarizing effect on the attitudes of students towards physics. Open-inquiry students responded particularly positively on questions addressing "Problem Solving." For the open-inquiry students, positive shifts were strongest in questions addressing "Real World Connections" and "Personal Interest."

No description available.

The international and national assessment results indicated that Turkish students&rsquo / conceptual understanding in science and basic inquiry skills are far behind the expected levels. The reason of low achievement could be attributed to many sources such as family background characteristics, students&rsquo / attitudes, and teaching methodologies. The low socioeconomic environment in the school and crowded classrooms are important facts that should be somehow considered by the educational researchers. The way a teacher teaches in a crowded classroom is important to help students&rsquo / understanding of concepts and development of inquiry skills. The present study aimed to propose a methodology that helps teachers to enhance students&rsquo / understanding of concepts and develop inquiry skills in many schools with various socio-economic-status environments and large classrooms. The method proposed could be called as guided (teacher-directed) inquiry to develop concepts, skills, and affective characteristics of the students such as attitudes. This study was conducted with 168 sixth grade public elementary school students in Ankara in 2006-07 academic year. Repeated measures design was used in the study. Intact groups received either traditional or teacher-directed inquiry instructions. The students in both groups were measured with the unit achievement and science process skills tests, and attitudes toward science questionnaire before and after the instructions, and repeatedly after no treatment by a retention or delayed test. It was found that while the guided (teacher-directed) inquiry instruction made a difference on student achievement in the first unit (Reproduction, Development and Growth in Living Things), it could not make a difference on student achievement in the second unit (Force and Motion). The instruction also made a difference on students&rsquo / science process skills test performance and both the composite and individual attitude scores. It is concluded that guided (teacher-directed) inquiry instruction generally helps students&rsquo / understanding of science concepts and results with achievement in science. It helps students&rsquo / development of scientific skills with authentic experiences. Guided (teacher-directed) inquiry instruction also has an effect on students&rsquo / development of positive attitudes toward science and technology course, specifically on self-concept, anxiety, interest, career, enjoyment, and usefulness dimensions.

The science and technology program developed by the Ministry of National Education of Turkey aims at training students as science and technology literates. In order to achieve this, method implemented by teachers should enhance science process skills, increase achievement and actualize differentiation in the conceptual structure of students. The present study aims to investigate the effectiveness of guided inquiry experiments over traditionally designed experiments on the acquisition of science process skills, content knowledge achievement and differentiating conceptual structure of 8th grade students about floating, sinking, buoyancy and pressure subjects. Guided inquiry laboratory manuals were developed for the experimental group. Traditional confirmation type laboratory manuals were developed for the control group. The study was conducted with 55 eighth grade students at a private elementary school in the Bah&ccedil / elievler district, Istanbul. In this quasi-experimental study, two of the three intact groups assigned as experimental group, while the control group. Unit achievement test (UAT), science process skills test (SPST) and two-tiered test for determining differentiation in conceptual structure (DDSCT) were used as data collection instruments. All of these instruments were administered to the students as pre-test and post-test. It was found that guided inquiry experiments were effective than traditional confirmation type experiments in differentiation of students&rsquo / conceptual structure about floating, sinking, buoyancy and pressure. However, there was not a significant difference in the effectiveness of both inquiry and traditional methods on enhancing the students&rsquo / science process skills and their achievement at the unit of force and motion.

A study was conducted to investigate the relationship of students' concept integration and achievement with time spent within a topic and across related topics in a large first semester guided inquiry organic chemistry class. Achievement was based on evidence of algorithmic problem solving; and concept integration was based on demonstrated performance explaining, applying, and relating concepts to each other. Twelve individual assessments were made of both variables over three related topics - acid/base, nucleophilic substitution and electrophilic addition reactions. Measurements included written, free response and ordered multiple answer questions using a classroom response system. Results demonstrated that students can solve problems without conceptual understanding. A second study was conducted to compare the students' learning approach at the beginning and end of the course. Students were scored on their preferences for a deep, strategic, or surface approach to learning based on their responses to a pre and post survey. Results suggest that students significantly decreased their preference for a surface approach during the semester. Analysis of the data collected was performed to determine the relationship between students' learning approach and their concept integration and achievement in this class. Results show a correlation between a deep approach and concept integration and a strong negative correlation between a surface approach and concept integration.

The study investigated the influence of Process Oriented Guided Inquiry Learning Approach (POGIL) on Science Foundation students’ achievements in stoichiometry versus traditional lecture centered pedagogy. Two intact science foundation class groups at the University of Namibia were used as a case study. A quasi-experimental non-randomized pre and posttests control group design was used to investigate the achievement in stoichiometry. Data on student achievements were collected and analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The ANCOVA results showed that there was a significant statistical difference in achievements when comparing the adjusted mean score (54.5%) obtained by the control group and the adjusted mean score (60.5%) obtained by students in the POGIL group; (F (1,75) = 17.990, p < 0.05). The POGIL group also showed the highest average improvement (65%) on questions related to reaction stoichiometry and limiting reagents, whereas the control group recorded improvements of about 53% in the same section. The results from the analysis of student’s test solutions revealed that the POGIL group students were able to give concrete reasons for their answers that they had obtained through numerical calculations or multiple choices and demonstrated enhanced understanding of linking various stoichiometry concepts. / Science and Technology Education / M. Sc. (Chemistry Education)

The study investigated the influence of Process Oriented Guided Inquiry Learning Approach (POGIL) on Science Foundation students’ achievements in stoichiometry versus traditional lecture centered pedagogy. Two intact science foundation class groups at the University of Namibia were used as a case study. A quasi-experimental non-randomized pre and posttests control group design was used to investigate the achievement in stoichiometry. Data on student achievements were collected and analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The ANCOVA results showed that there was a significant statistical difference in achievements when comparing the adjusted mean score (54.5%) obtained by the control group and the adjusted mean score (60.5%) obtained by students in the POGIL group; (F (1,75) = 17.990, p < 0.05). The POGIL group also showed the highest average improvement (65%) on questions related to reaction stoichiometry and limiting reagents, whereas the control group recorded improvements of about 53% in the same section. The results from the analysis of student’s test solutions revealed that the POGIL group students were able to give concrete reasons for their answers that they had obtained through numerical calculations or multiple choices and demonstrated enhanced understanding of linking various stoichiometry concepts. / Science and Technology Education / M. Sc. (Chemistry Education)

The study describes the teaching of scientific investigations by Life and Natural Sciences educators in the Bushbuckridge Region in Mpumalanga Province, South Africa. A quantitative survey method was exploited using a Cluster sampling method. The study was conducted a year after the introduction of the National Curriculum Statement in Grade 10, in South African schools. The study found that most educators use teacher-centred teaching methodologies rather than open inquiry in teaching scientific investigations. Schools still have a shortage of infrastructure, teaching resources and references, which make it difficult for the educators to shift towards the expected new system of teaching. Teachers are confronted with language barriers, heavy workload and insufficient retraining in the new curriculum. / Science and Technology Education / M.Ed.

The study describes the teaching of scientific investigations by Life and Natural Sciences educators in the Bushbuckridge Region in Mpumalanga Province, South Africa. A quantitative survey method was exploited using a Cluster sampling method. The study was conducted a year after the introduction of the National Curriculum Statement in Grade 10, in South African schools. The study found that most educators use teacher-centred teaching methodologies rather than open inquiry in teaching scientific investigations. Schools still have a shortage of infrastructure, teaching resources and references, which make it difficult for the educators to shift towards the expected new system of teaching. Teachers are confronted with language barriers, heavy workload and insufficient retraining in the new curriculum. / Science and Technology Education / M.Ed.