The effect of Process Oriented Guided Inquiry Learning (POGIL) on 11th Graders' conceptual understanding of electrochemistry

Learners bring into the classroom setting their ideas, concepts and prior knowledge about what is happening around them – all of which can make their learning easy or difficult (Chandran, Treagust, & Tobin, 1987; Lawson, 1983; Reynolds & Walberg, 1992). This prior knowledge the students bring forms the foundation of a constructivist approach because learning is the process of setting up associations between current knowledge and new instances of learning, and of integrating new knowledge with current knowledge, according to the constructivist approach (Brooks & Brooks, 1999; Perkins, 1999; Regis, Albertazzi, & Roletto, 1996). Yet, students’ prior knowledge comprises alternative conceptions, which do not usually overlap with scientific concepts. Therefore, in order for meaningful and sustainable learning to occur, it is necessary to change these alternative conceptions (Smith, Blakeslee, & Anderson, 1993). As students’ alternative conceptions are resistant to change, it is difficult to overcome the resistance using traditional teaching methods (Driver & Easly, 1978; Fisher, 1985; Hynd, McWhorter, Phares, & Suttles, 1994). As a result, conceptual change does not occur. For conceptual change to happen, it is recommended that approaches different from the traditional teacher-centred teaching approach could be used. One of the teaching methods that can help to change students’ alternative conceptions is Process Oriented Guided Inquiry Learning (POGIL). POGIL has emerged on the basis of the benefits of constructivism, inquiry and cooperative learning – which could enable students to participate actively in structuring and understanding their own created knowledge (Bransford et al., 2000; Farrell, Moog, & Spencer, 1999; Moog, Lewis, & Bunce, 2006; as cited in Simonson & Shadle, 2013) (see Figure 1).

The POGIL method is a student-centred teaching philosophy, and it supports students’ active participation in the learning process. In POGIL, students learn in small groups, through inquiry and by using activities that pursue the paradigm of learning cycles, which are specially designed. Although there are differences among the models developed on the basis of the inquiry learning approach, all of the models are generally based on the first model of the learning cycle (Atkin & Karplus, 1962). This model, which offers a general framework for organising constructivist learning activities, was developed using the theories of Piaget. The learning cycle has a three-phase structure, namely: the exploration phase, the concept invention phase, and the application phase (Abraham & Remer, 1986; Karplus, 1977) (Figure 1). Students respond to questions included in activities in a peer-led guided inquiry learning environment, in cooperation in POGIL, where peer learning becomes prominent. Initially, relatively easily questions are organised in a way that enables students to structure the concepts and to take into consideration the students’ alternative conceptions, misunderstandings and inadequacies in terms of mental structures. Later on, the questions become relatively difficult, and are prepared in a way to ensure that the students acquire basic process skills (Moog, Creegan, Hanson, Spencer, & Straumanis, 2006).

Figure 1. What is POGIL? Adapted from “Action research through the trial of appropriate POGIL activities with selected secondary science classes,” by Terry Wales, n.d., Retrieved from http://www.stbedes.school.nz/wp-content/uploads/2012/02/Sabbatical.ppt

The only role the teacher plays in POGIL is as the facilitator of student learning. They do not directly intervene in groups. They only become involved in group discussions when a group requests, and then only to make sure that the scientific concepts are appropriately structured. All these phases are actualised on the basis of learning cycles in POGIL. In the exploration phase of the learning cycle, students explore the model in the activities, and they try to form an opinion or obtain information about the model without receiving any assistance. Subsequently, at the concept invention phase, students seek answers in groups for critical thinking questions. In this process, alternative conceptions that students have through discussion, appear. By working in groups and with the support and guidance of teachers it becomes possible through peer learning for learners to dispense with their alternative conceptions. Students following questions encouraging critical thinking will structure the new concept. In the application phase, the final phase of the learning cycle, students apply the concepts they have learnt to novel and diverse situations, thus reinforcing what they have learnt. At this stage, exercises and problems are prepared for students in POGIL. The most important detail to be noted is that the teacher is available in the classroom as the learning facilitator. In POGIL, both individual achievement and group achievement should be attained. Each student takes on various tasks through continuously changing roles within the groups. Groups have to reach a shared conclusion and a single truth (Hanson, 2006). Here too, students having alternative conceptions are persuaded by their friends in their groups, and are prevailed upon to change them. If those students are unable to perform these conceptual changes through peer learning in a cooperative group, the conceptions are changed with the teachers’ support on the condition that it is not with peer learning. Since the POGIL method encourages all students to express themselves freely, students with alternative conceptions have a chance to discuss them. In a group, students help to explain the right scientific concepts to students with alternative concepts. In consequence, students’ thought that the new concepts are intelligible, plausible and fruitful is made possible through cooperation to occur within groups. In this process a teacher joins a group as facilitator and listens to the students. If all of the students in a group have alternative conceptions, the teacher intervenes to explain the scientific concepts and change the alternative ones.

Studies about POGIL

A review of the literature shows that there are various studies relating to POGIL. The studies in question were carried out in relation to chemistry (Farrell et al., 1999; Hanson & Wolfskill, 1998; Hinde & Kovac, 2001; Lewis & Lewis, 2005; 2008; Schroeder & Greenbowe, 2008; Spencer, 1999; 2000; 2006; Spencer & Moog, 2008), biology (Brown, 2010; Eberlein et al., 2008), and mathematics (Rasmussen, & Kwon, 2007; Rasmussen, Zandieh, & Wawro, 2009). It was found in a study conducted by Farrell et al. (1999) that students who were taught using POGIL attained higher achievement in chemistry than those who were taught using the traditional approach, and that they had positive attitudes towards the method used. Eberlein et al. (2008) compared three different teaching methods in science education - problem-based learning (PBL), POGIL and peer-led team learning. As a result, it was emphasised by the researchers that the POGIL method contributed more to the development of students’ learning capabilities. Barthlow (2011), on the other hand, investigated the effects of POGIL method on changing alternative conceptions about the particulate nature of matter. Consequently, it was found that students taught through POGIL had fewer alternative conceptions than those taught using traditional teaching methods. The study by Wozniak (2012), however, analysed the effects of POGIL on students’ understanding of biological classification. The research found that POGIL was influential in uncovering students’ alternative conceptions and in changing them. A review of other studies in the literature concerning POGIL, shows that students’ achievement levels have generally risen, and more sustained and in-depth learning has occurred through POGIL (Brown, 2010; Farrell et al., 1999, Hanson & Wolfskill, 2000, Lewis & Lewis, 2005; Straumanis & Simons, 2008; Vacek, 2011; Vanags, Pammer, & Brinker, 2013). It was also found that students have positive opinions regarding POGIL learning environments (Brown, 2010; Conway, 2014; Eberlein et al., 2008; Farrell et al., 1999; Hinde & Kovac, 2001; Lewis & Lewis, 2005; Schroeder & Greenbowe, 2008; Soltis et al., 2015).

Alternative conceptions about Electrochemistry

Oxidation and reduction, which are included in chemistry topics, are generally considered to be difficult concepts (Johnstone & Morrison, 1994, as cited in Brandriet, 2014). A review of the literature showed that students had difficulty in understanding the concepts of oxidation and reduction (Allsop & George, 1982, as cited in Brandriet, 2014; De Jong, Acampo, & Verdonk, 1995; Garnett & Treagust, 1992a; Ringnes, 1995; Rosenthal & Sanger, 2012; Schmidt & Volke, 2003). Furthermore, students have many alternative conceptions about the subject of electrochemistry, the foundations of which are formed by oxidation and reduction (Acar & Tarhan, 2007). Students may have different learning experiences during their first encounters with the topic of redox, for example, in the macroscopic, microscopic, symbolic and/or algebraic systems of representation (Harrison & Treagust, 1998). The difficulties students encounter in terms of redox is related to the process and it is also conceptual. Conceptual difficulties are mainly in the subjects of electron transfer stemming from need for oxidation and reduction to occur together, differentiation in the oxidation and reduction tendencies of reactants in the redox reaction, and in the students’ failure to fully understand the oxidation number (De Jong et al., 1995; Garnett & Treagust, 1992a). The difficulties students typically encounter during a lesson on redox processes are:

A difficulty in determining whether or not reactions are redox reactions, as students choosing to use the criterion of electron transfer instead of the change in oxidation state cannot recognise equations where charge and electron changes are not clearly available as redox reactions (Ringnes, 1995).
Trying to determine redox reactions depending on changes occurring in the charges of polyatomic types in an equation (Garnett & Treagust, 1992a).

Another considerable difficulty stems from the fact that students do not understand the concepts of reductant and oxidant substance, as terms and some expressions incautiously used by teachers confuse the students (De Jong et al., 1995). It was found through literature review that students had many misconceptions about electrochemistry (Acar & Tarhan, 2007; Al-Balushi, Ambusaidi, Al-Shuaili, & Taylor, 2012; Dindar, Bektas, & Celik, 2010; Ekiz, Kutucu, Akkuş, & Boz, 2011; Garnett, & Treagust, 1992a; 1992b; Karsli, & Calik, 2012; Ogude, & Bradley, 1994; Özkaya, 2002; Özkaya, Üce, & Şahin, 2003; Rosenthal & Sanger, 2012; Sanger, & Greenbowe, 1997a; 1997b; 1999; 2000; Schmidt, 1994; Schmidt, Marohn, & Harrison, 2007; Sumfleth, Stachelscheid, & Todtenhaupt, 1991; Şeşen, & Tarhan, 2013; Taşdelen, 2011; Yang, Andre, Greenbowe, & Tibell, 2003; Yilmaz, Erdem, & Morgil, 2002).

Aim of the Study

A review of literature clearly shows that the POGIL method generally increased students’ achievement levels (Brown, 2010; Farrell et al., 1999, Hanson & Wolfskill, 2000, Lewis & Lewis, 2005; Straumanis & Simons, 2008; Vacek, 2011; Vanags et al., 2013). However, there are few studies that provide empirical evidence concerning the effectiveness of POGIL on students’ alternative conceptions (Barthlow, 2011; Wozniak, 2012). Wozniak’s study is related to alternative conceptions in biology and Barthlow’s study is related to alternative conceptions in the particulate nature of matter in chemistry. A review of the literature indicates that POGIL has a positive effect on achievement, with concrete evidence; however, there is a need for further study on the effect of POGIL in relation to students’ alternative conceptions in chemistry. Thus, new studies are expected to satisfy the lack of POGIL’s effect on alternative conceptions. Due to the fact that the number of studies comparing the effects of POGIL and traditional teaching on alternative conceptions is few, it is believed that this study will make a significant contribution to the literature. There is an enormous number of strategies and learning cycles in science education but in this study POGIL was used to decrease students’ alternative conceptions in electrochemistry. This is because POGIL is a student-centred teaching method that supports students’ active participation in learning processes. In addition, POGIL uses the advantages of constructivism, inquiry and cooperative learning. In addition, this study will contribute considerably to the literature about the effectiveness of POGIL on students’ alternative conceptions in electrochemistry. Hence, the effects of POGIL on students’ conceptual understanding of electrochemistry are analysed in this study with the following research problems:

Do the means of the students’ gain scores in the experimental group and in the control group for the Electrochemistry Concept Test (ECT) differ significantly on the basis of the teaching method used?
At what levels are the students’ conceptual understanding of electrochemistry in the experimental and control group?