Session S25a (Monday, 9:30am, Thomas 104)

P180: Implementing Process-Oriented Guided Inquiry Learning for the first time: Adaptations and short-term impacts on students’ attitudes and performance

Marilyne Stains, Tony Chase (University of Nebraska – Lincoln, USA)

Innovative research-based instructional practices are critical to transform the undergraduate instructional landscape into a student-centered learning environment. Research on dissemination of innovation indicates that instructors often adapt rather than adopt these practices. These adaptations can lead to the loss of critical elements of the practice, which can affect its effectiveness. Process oriented guided inquiry learning (POGIL) is a research-based instructional practice that has been widely disseminated for the past two decades. However, few studies have investigated practitioners’ adaptations of POGIL and the impact of these adaptations on expected outcomes measured during recommended implementations of POGIL. In this study, we applied a quasi-experimental design to explore the impact of the implementation of POGIL in discussion sections of a general and organic chemistry course on students’ grades, retention, attitudes towards chemistry, self-efficacy in chemistry, and attitudes towards the learning environment provided in these courses. Results and their implications will be discussed.

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