ERIC Number: EJ1028799
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: N/A
The Effectiveness of Process-Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry
Barthlow, Michelle J.; Watson, Scott B.
School Science and Mathematics, v114 n5 p246-255 May 2014
A nonequivalent, control group design was used to investigate student achievement in secondary chemistry. This study investigated the effect of process-oriented guided inquiry learning (POGIL) in high school chemistry to reduce alternate conceptions related to the particulate nature of matter versus traditional lecture pedagogy. Data were collected from chemistry students in four large high schools and were analyzed using analysis of covariance. The results show that POGIL pedagogy, as opposed to traditional lecture pedagogy, resulted in fewer alternate conceptions related to the particulate nature of matter. Male and female students in the POGIL group posted better posttest scores than their traditional group peers. African-American and Hispanic students in the POGIL group exhibited achievement gains consistent with Caucasian and Asian students. Further studies are needed to determine the value of POGIL to address achievement gap concerns in chemistry.
Descriptors: Science Instruction, Chemistry, Inquiry, Secondary School Science, High Schools, Scientific Concepts, Teaching Methods, High School Students, Concept Formation, Gender Differences, Racial Differences, Science Achievement, Comparative Analysis, Achievement Gains
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A
IES Cited: ED560919