This study explored the perceptions of teachers and learners regarding the use of Process Oriented Guided Learning Inquiry Learning (POGIL) to teach stoichiometry. A qualitative case study was carried out at two conveniently and purposively sampled township schools in Pretoria, South Africa. For this purpose, two Grade 11 physical sciences classes were identified where 48 learners and their respective teachers, who had previously been trained to teach using POGIL, gave consent to participate in the study. Data were collected using lesson observations, focus group interviews for learners and interviews for teachers. All data were transcribed and analysed with the aid of ATLAS.ti software for qualitative data analysis. The findings from the observations indicate that the learners were excited, motivated, and actively engaged in their work. They assisted one another by attempting 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 the method in other subjects, including mathematics. The learners had noticed improvements in their grades and understanding of abstract topics. The findings from the teacher interviews indicated that they appreciated POGIL because they found it useful in reducing misconceptions, increasing learner participation, increasing understanding and achievement, and that their learners were more engaged. The results indicate that POGIL increased learners' interest, participation and active learning, while seemingly also improving the learners' understanding of and achievement in abstract topics like stoichiometry. POGIL may be useful in increasing active learning and participation of learners which may lead to increased understanding and achievement.

A qualitative pre-/post-test case study was conducted to explore the influence of inquiry-based education in eliciting learners' understanding of the particulate nature of matter in the gaseous phase. Two grade four classes (n=116) were conveniently and purposively sampled from two farm schools in Pretoria, South Africa. Data was collected through pre-test, initial group interviews, post-test, final group interviews and field notes. The pre-intervention data indicated that the continuous, continuousanimistic and the continuous empty models of matter in the gaseous phase dominated learners' understanding in all the four classes. A considerable decrease in the continuous model was observed in the inquiry classes rather than in the lecture classes post-intervention.

This qualitative case study explored how exposure to Process-Oriented Guided Inquiry Learning (POGIL) improves 11 th -grade physical sciences learners' competency in solving stoichiometry problems. Two township schools of low socioeconomic status in Pretoria, South Africa, were conveniently and purposively sampled. Two classes (N=48) composed of multi-cultural black learners of mixed gender participated in the study. Data were collected at each school using a pretest, a post-test, and observation with video recording during the POGIL intervention. The Interactive-Constructive-Active-Passive (ICAP) theory served as a conceptual and analytic framework to understand the nature of student engagement during the POGIL activities. High student engagement could contribute to improved problem-solving competency in the post-test. The findings from the classroom observations and video-recorded group discussions serve as evidence of the learners' engagement. The majority of their interactions were characterized as interactive and constructive modes of engagement, both facilitating deep processing strategies. Regarding data from the tests, problem-solving competency levels were classified at four competency levels based on Bloom's taxonomy. The pre-test indicated that the learners lacked competency in solving complex stoichiometry problems. Analysis of their responses revealed higher-order thinking skills in the post-test. ANOVA indicated that the differences in the frequencies of the competency levels found in the pre-test and post-test are statistically significant. The learners collaboratively engaged in the analysis, synthesis, and evaluation of ideas, reasoning, and justifying their suggestions in solving POGIL activities. The study shows how using POGIL in high school science may empower learners with enhanced problem-solving skills.