Board # 78 : Process Oriented Guided Inquiry Learning in Computer Science: The CS-POGIL & IntroCS-POGIL Projects

Abstract

Process Oriented Guided Inquiry Learning (POGIL) is an evidence-based pedagogical approach in which student teams work on classroom activities designed to help them collaboratively construct understanding of key concepts, and at the same time to develop process skills including communication, critical thinking, problem solving, and teamwork. POGIL activities use learning cycles in which teams are given a model (e.g. a diagram, graph, table, or sample code) and then answer questions that guide them to explore the model, invent their own understanding of key concepts, and then apply that understanding in other contexts. The instructor is not a lecturer, but an active facilitator who observes student teams, interacts to address problems, and leads classroom discussion as needed. POGIL has been used across STEM disciplines (including chemistry, engineering, computer science, and mathematics), and research studies generally find that students have better learning outcomes. The CS-POGIL project and the IntroCS-POGIL project both seek to expand the use and evidence of POGIL in Computer Science and related areas. The 2011 NSF TUES CS-POGIL project developed sample POGIL activities for topics in intermediate level CS courses, and helped to develop a POGIL community in CS through conference presentations, support for CS faculty to attend 3-day regional POGIL workshops, and online discussions. The 2017 NSF IUSE IntroCS-POGIL project is a larger-scale study of how faculty implement POGIL in introductory CS courses and the factors that affect faculty implementation and student outcomes.

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

“…This was because the POGIL model was student-centered. The students were given the opportunity to catch on their own answers to each problem given through teamwork and guided inquiry activities (Douglas & Chiu, 2013;Kim, 2018;Kussmaul, Mayfield, & Hu, 2017;Moog & Spencer, 2008;Vincent-Ruz et al, 2020). In the POGIL learning processes, the teacher only acted as an instructor-facilitator-assessor-evaluator (Andriani, Nurlaelah, & Yulianti, 2019).…”

“…During the learning processes, the teacher created a conducive situation by explicating a challenging problem. The teacher could use Student Worksheet, then the students worked in group; thus, motivation arose in the students to solve these problems (Bénéteau et al, 2017;Bressette, 2008;Douglas & Chiu, 2013;Kussmaul, 2012Kussmaul, , 2014Kussmaul et al, 2016Kussmaul et al, , 2017.…”

“…The POGIL was actually designed to improve the context understanding from the learning material POGIL (DeMatteo, 2019;Garoutte, 2008;Hein, 2012;Walker & Warfa, 2017;Williamson et al, 2013), develop the interest and skill to follow the learning processes (Abdul-Kahar et al, 2016;Bailey, Minderhout, & Loertscher, 2012;Devitri et al, 2019;Yuliastini et al, 2018), improve the thinking abilities (Andriani et al, 2019;Bressette, 2008;DeMatteo, 2019;Douglas & Chiu, 2013;Hein, 2012;Irwanto et al, 2018) in solving the problems (Bénéteau et al, 2017;Kim, 2018;Kussmaul & Wenzel, 2012;Rumain & Geliebter, 2020;Vincent-Ruz et al, 2020;Williamson et al, 2013), especially for the aspect of critical thinking (Irwanto et al, 2018;Kussmaul et al, 2016Kussmaul et al, , 2017Moore et al, 2015;Straumanis & Simons, 2008;Vincent-Ruz et al, 2020). The use of realia media in POGIL learning would further encourage the students to learn during the learning process (Irman, 2020;Y.…”

The CS POGIL Activity Writing Program

“…However, there is limited data on the quantity or quality of activities written by participants in these events, limited ongoing support for POGIL authors, and limited understanding on what is needed for authors to develop quality activities. In 2021, The Project started a program where practitioners meet in learning communities with a mentor, modeled in part on a earlier program for faculty adopting POGIL in introductory CS [32].…”

“…All but one of the participants had attended workshops on POGIL pedagogy. 13 participants had previously participated in the IntroCS POGIL faculty development program [32] which provided additional mentoring and support during their first semesters teaching with POGIL. The one participant who had not participated in formal POGIL training had consulted with an experienced POGIL instructor from the Chemistry department at her institution and had multiple years of experience teaching with POGIL.…”