Middle school students’ reflections on process oriented guided inquiry learning (POGIL®) ¹

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Research Pub Date : 2023-10-04 DOI:10.1080/00220671.2023.2265878

Müge Özkanbaş, Özgecan Taştan Kırık

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引用次数: 0

Abstract

AbstractThis study aims to better understand Process-Oriented Guided Inquiry Learning (POGIL) in middle school science teaching by revealing the perceptions of sixth-grade students in a public school in Turkey about POGIL. In the research conducted as a case study, the data were collected through interviews with 12 students who were taught the Particle Nature of Matter Unit using POGIL in the science course. The results indicated that the students generally made positive evaluations of POGIL. They emphasized doing experiments, teamwork/cooperation, making inferences, activity worksheets, discussions and teacher guidance as the features of POGIL they thought enhanced their learning. They also identified aspects that they found challenging. The challenges were largely connected to the cooperative learning component of POGIL. Some students believed that lecturing should also be part of the lesson. Yet, they realized the POGIL teacher’s role as the facilitator. Overall, students appreciated participating in this collaborative inquiry learning environment.Keywords: Process oriented guided ınquiry learning (POGIL)cooperative learningstudent perceptionsmiddle schoolscience education Disclosure statementThe authors report that there are no competing interests to declare.

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中学生对过程导向的指导性探究学习(POGIL®)的思考

摘要本研究通过对土耳其一所公立学校六年级学生对过程导向探究学习(POGIL)的认知，旨在更好地了解过程导向探究学习在中学科学教学中的作用。在作为案例研究的研究中，通过对12名在科学课程中使用POGIL教授物质单位的粒子性质的学生进行访谈来收集数据。结果表明，学生对POGIL的评价总体上是积极的。他们强调做实验、团队合作、推理、活动工作表、讨论和老师指导是POGIL的特点，他们认为这有助于他们的学习。他们还指出了他们认为具有挑战性的方面。这些挑战主要与POGIL的合作学习部分有关。一些学生认为讲课也应该是课程的一部分。然而，他们意识到POGIL老师作为促进者的角色。总的来说，学生们喜欢参与这种合作探究学习环境。关键词:过程导向引导ınquiry学习(POGIL)合作学习学生感知中学科学教育披露声明作者报告无利益竞争声明。

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来源期刊

Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.

Middle school students’ reflections on process oriented guided inquiry learning (POGIL®) 1

Abstract

Middle school students’ reflections on process oriented guided inquiry learning (POGIL®) ¹