Implementation and assessment of process oriented guided inquiry learning (POGIL) in large format classrooms for introduction to materials

Abstract

The current study presents the implementation strategy and evaluates the instructional effectiveness of process oriented guided inquiry learning (POGIL) in an introductory level materials science course over a period of four semesters. The course is required of all engineering majors in their junior year (∼500 students annually). During the implementation period the use of POGIL activities expanded significantly ultimately replacing nearly all lecturing in the course. Student performance was shown to be directly correlated to class attendance and participation in POGIL activities. In addition, students' self-evaluation of learning behaviors indicate that the POGIL approach resulted in significant gains (p<0.01) in nearly all assessed areas over traditional lecture based coursework including: critical thinking, participation, interest, motivation, and reading. Students viewed provided model solutions, take home problem sets, concept check activities (learning catalytics), lecture, in-class demos, and guided inquiries as significantly supportive of learning. Finally, students found the course and instructional methods: (1) aided in seeing relevance of engineering to real-world needs, (2) increased their interest in own major, and (3) felt the material presented will be value following graduation.