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Related Experiment Video

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Process-oriented guided-inquiry learning improves long-term retention of information.

Thea Vanags¹, Kristen Pammer, Jay Brinker

¹Office of Research, University of The Sunshine Coast, Maroochydore, Queensland, Australia; and.

Advances in Physiology Education

|September 12, 2013

Summary

Process-oriented guided learning (POGIL) and its variations help consolidate knowledge against memory decay. While POGIL itself didn't improve immediate recall, it best preserved knowledge over time compared to control groups.

Keywords:

guided inquiry learning long-term retention process-oriented guided-inquiry learning

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Published on: June 14, 2019

Area of Science:

Educational Psychology
Cognitive Science
Neuroscience Education

Background:

The Process-Oriented Guided Learning (POGIL) pedagogy is widely adopted in chemistry education.
Key components driving POGIL's learning effectiveness remain unclear.

Purpose of the Study:

To investigate the impact of different POGIL implementation strategies on student learning in physiological psychology.
To compare POGIL with a control group and POGIL variations (no report out and new facilitator).

Main Methods:

A study involving 354 undergraduates in physiological psychology.
Four conditions: control, POGIL, POGIL without reporting (NRO), and POGIL with a new facilitator (NF).
Knowledge assessed via pretest, posttest, and a 2-week followup test, alongside self-assessment of confidence.

Main Results:

NRO and NF groups showed immediate learning gains compared to pretest; control and POGIL groups did not.
All groups except POGIL experienced knowledge decline at followup; POGIL showed the smallest decline.
POGIL participants reported lower confidence in their knowledge post-study, despite better knowledge retention.

Conclusions:

POGIL and its variations effectively consolidate existing knowledge, mitigating memory decay.
Student confidence may not accurately reflect actual knowledge retention in POGIL settings.
Specific POGIL elements, like reporting out, may influence immediate learning gains but not long-term knowledge consolidation.