This quasi-experimental research aims to: 1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and 2) analyze the correlational strength between CTS and PSS. The previous research reports that teaching method is considered as the right solution to overcome that problem. In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. Positive effects of POGIL during fall (semester 1) and spring (semester 2) semesters were evidenced by (a) improved mean scores and medium to large effect sizes for content test results, perceived learning gains, and self-efficacy levels and (b) a positive correlation between the measures of perceived Qualitative data from open-ended student questionnaires were analyzed to cross-validate findings from the study. The study utilized quantitative data obtained from normalized content tests and instruments to measure perceived learning gains and attitudes and experience.
We report on the outcomes from Process Oriented Guided Inquiry Learning (POGIL) in a foundation chemistry course based on students' achievement, their perceived learning gains, and their self-efficacy. This research took place within the context of ongoing educational reforms to promote inquiry-based science instruction and a desire to draw evidence to inform adoptions of western pedagogical practices in a high-context culture like Qatar.
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