Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 5 (Dec., 2016) Şenol ŞEN, Ayhan YILMAZ, and Ömer GEBAN The effect of Process Oriented Guided Inquiry Learning (POGIL) on 11th Graders' conceptual understanding of electrochemistry Previous Contents Next

References

Abraham, M. R. (2005). Inquiry and the learning cycle approach. N. J. Pienta, M. M. Cooper and T. J. Greenbowe (Eds.) Chemists’ guide to effective teaching. Upper Saddle River, NJ: Prentice Hall.

Abraham, M.R., & Renner, J.W. (1986). The sequence of learning cycle activities in high school chemistry. Journal of research in Science teaching, 23(2),121-143.

Acar, B., & Tarhan, L. (2007). Effect of cooperative learning strategies on students' understanding of concepts in electrochemistry. International Journal of Science and Mathematics Education, 5(2), 349-373.

Al-Balushi, S. M., Ambusaidi, A. K., Al-Shuaili, A. H., & Taylor, N. (2012). Omani twelfth grade students’ most common misconceptions in chemistry. Science Education International, 23(3), 221-240.

Arslan, H. Ö., Çiğdemoğlu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667–1686.

Atkin, J.M. & Karplus, R. (1962). Discovery or invention? The Science Teacher, 29(5), 45-51.

Barthlow, M. J. (2011). The effectiveness of process oriented guided inquiry learning to reduce alternate conceptions in secondary chemistry (Order No. 3466432). Available from ProQuest Dissertations & Theses Global. (885000602). Retrieved from http://search.proquest.com/docview/885000602?accountid=11248

Brandriet, A. R. (2014). Investigating students' understandings of the symbolic, macroscopic, and particulate domains of oxidation-reduction and the development of the redox concept inventory (Order No. 3670808). Available from ProQuest Dissertations & Theses Global. (1646484044). Retrieved from http://search.proquest.com/docview/1646484044?accountid=11248

Bransford, J. D., Brown, A. L., Cocking, R. R., Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Brooks, J.G., & Brooks, M.G. (1999). In search of understanding: The case for constructivist classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Brown, P.J.P. (2010). Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population. Advances in Physiology Education, 34, 150-155.

Campbell, N. (2014). Process oriented guided inquiry learning to enhance learning of concepts in a biochemistry lab. The FASEB Journal, 28(1 Supplement), 618-9.

Chandran, S., Treagust, D. F., & Tobin, K. (1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24(2), 145-160.

Conway, C. J. (2014). Effects of guided inquiry versus lecture instruction on final grade distribution in a one-semester organic and biochemistry course. Journal of Chemical Education, 91, 480−483.

Cooper, M. M. (2005). An introduction to small-group learning. In N. J. Pienta, M. M. Cooper, & T. J. Greenbowe (Eds.), Chemists' guide to effective teaching (117-28). Upper Saddle River, NJ: Pearson Prentice Hall.

Cullen D. M., & Pentecost T. C. (2011). A model approach to the electrochemical cell: An inquiry activity. Journal of Chemical Education, 88(11), 1562–1564.

De Jong, O., Acampo, J., & Verdonk, A. (1995). Problems in teaching the topic of redox reactions: Actions and conceptions of chemistry teachers. Journal of Research in Science Teaching,32(10), 1097–1110

Dindar, A., Bektaş, O. & Yalçın Çelik, A. (2010). What are the pre-service chemistry teachers’ explanations on chemistry topics? International Journal of Research in Teacher Education (IJRTE), 1(3), (32-41).

Driver, R. & Easley, J. (1978). Pupils and paradigms: A review of the literature related to concept development in adolescent science students. Studies in Science Education, 5(1), 61–84.

Eberlein, T. Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P. & White, H.B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36, 262-273.

Ekiz, B., Kutucu, E. S., Akkuş, H., & Boz, Y. (2011). Pre-service chemistry teachers' understanding of electrolytic cells. Retrieved from http://www.esera.org/media/ebook/strand12/ebook-esera2011_EKIZ-12.pdf

Farrell, J. J., Moog, R. S., & Spencer, J. N. (1999). A guided inquiry general chemistry course. Journal of Chemical Education, 76(4), 570-574.

Fisher, K. M. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22(1), 53-62.

Garnett, P. J. & Treagust, D. F. (1992a). Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation-reduction equations. Journal of Research in Science Teaching, 29(2), 121–142.

Garnett, P. J. & Treagust, D. F. (1992b). Conceptual difficulties experienced by senior high school students of electrochemistry: Electrochemical (galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29(10), 1079-1099.

Gay, L.R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications. Upper Saddle River, NJ: Pearson.

Gürcay, D., & Gülbaş, E. (2015). Development of three-tier heat, temperature and internal energy diagnostic test. Research in Science & Technological Education, 33(2), 197-217.

Hanson, D. M. (2006). Instructor’s guide to process-oriented guided-inquiry learning. Lisle, IL: Pacific Crest.

Hanson, D., & Wolfskill, T. (1998). Improving the teaching/learning process in general chemistry: Report on the 1997 Stony Brook general chemistry teaching workshop. Journal of Chemical Education, 75(2), 143-146.

Hanson, D., & Wolfskill, T. (2000). Process workshops: A new model for instruction. Journal of Chemical Education, 77(1), 120-130.

Harrison, A. G., & Treagust, D. F. (1998). Modeling in science lessons: Are there better ways to learn with models? School Science and Mathematics, 98(8), 420–429.

Hein, S.M. (2012). Positive impacts of using POGIL in organic chemistry. Journal of Chemical Education, 89(7), 860–864.

Hinde, R.J., & Kovac, J. (2001). Student active learning methods in physical chemistry. Journal of Chemical Education, 78, 93 – 99.

Hynd, C. R., McWhorter, J. Y., Phares, V. L. & Suttles, C. W. (1994). The role of instruction in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31(9), 933-946.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction.

Judd, W. L. (2014). The effects of process oriented guided inquiry learning on secondary student ACT science scores (Order No. 3582793). Available from ProQuest Dissertations & Theses Global. (1609382010). Retrieved from http://search.proquest.com/docview/1609382010?accountid=11248

Karplus, R. (1977). Science teaching and development of reasoning. Journal of Reseacrh in Science Teaching, 14(2), 169-75.

Karsli, F. & Calik, M. (2012). Can Freshman Science Student Teachers’ Alternative Conceptions of ‘Electrochemical Cells’ Be Fully Diminished?. Asian Journal of Chemistry, 24(2), 485-491.

Lawson, A. E. (1983). Predicting science achievement: The role of developmental level, disembedding ability, mental capacity, prior knowledge, and beliefs. Journal of Research in Science Teaching, 20(2), 117-129.

Lewis, S.E., & Lewis, J. E. (2005). Departing from lectures: An evaluation of a peer-led guided inquiry alternative. Journal of Chemistry Education, 82, 135 – 139.

Lewis, S.E., & Lewis, J.E. (2008). Seeking effectiveness and equity in a large college chemistry course: An HLM investigation of peer-led guided inquiry. Journal of Research in Science Teaching, 45, 794-811.

Minderhout, V., & Loertscher, J. (2007). Lecture-free biochemistry. Biochemistry and Molecular Biology Education, 35, 172 – 180.

Moog, R. S., Creegan, F. J., Hanson, D. M., Spencer, J. N., & Straumanis, A. R. (2006). Process-oriented guided inquiry learning: POGIL and the POGIL project. Metropolitan Universities Journal, 17(4), 41-52.

Murphy, K. L., Picione, J., & Holme, T. A. (2010). Data-driven ımplementation and adaptation of new teaching methodologies. Journal of College Science Teaching, 40(2), 80-86.

Ogude, A. N., & Bradley, J. D. (1994). Ionic conduction and electrical neutrality in operating electrochemical cells: Pre-college and college student interpretations. Journal of Chemical Education, 71(1), 29-34.

Özkaya, A. R. (2002). Conceptual difficulties experienced by prospective teachers in electrochemistry: Half-cell potential, cell potential, and chemical and electrochemical equilibrium in galvanic cells. Journal of Chemical Education, 79(6), 735-738.

Özkaya, A. R., Üce, M., & Şahin, M. (2003). Prospective teachers’ conceptual understanding of electrochemistry: Galvanic and electrolytic cells. University Chemistry Education, 7(1), 1-12.

Palıcıca,M., Gavrılă, C., & Boacă, V. (2010). Making classes more efficient with interactive methods and techniques, Didactica, 3 (1), [Available online at: http://usabtm.weburl.ro/downloads/Didactica%201(2010).pdf#page=25],Retrieved 20.11.2014.

Perkins, D. (1999). The many faces of constructivism. Educational leadership, 57(3), 6-11.

Pesman, H., & Eryilmaz, A. (2010). Development of a three-tier test to assess
misconceptions about simple electric circuits. The Journal of Educational Research, 103(3), 208-222.

Rasmussen, C. & Kwon, O. (2007). An inquiry oriented approach to undergraduate mathematics. Journal of Mathematical Behavior, 26, 189 – 194.

Rasmussen, C., Zandieh, M., & Wawro, M. (2009). How do you know which way the arrow go? The emergence and brokering of a classroom mathematics practice. In W.-M., Roth (Ed.), Mathematical representation at the interface of body and culture (pp. 171-213). Charlotte, NC: IAP - Information Age Publishing.

Regis, A., Albertazzi, P.G., & Roletto, E. (1996). Concept maps in chemistry education. Journal of Chemical Education, 73(11), 1084–1088.

Reynolds, A. J., & Walberg, H. J. (1992). A structural model of science achievement and attitude: An extension to high school. Journal of Educational Psychology, 84(3), 371-382.

Ringnes, V. (1995). Oxidation-reduction learning difficulties and choice of redox models. School Science Review,77(279), 477–478.

Rosenthal, D. P., & Sanger, M. J. (2012). Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction. Chemistry Education Research and Practice, 13(4), 471-483.

Sanger, M. J., & Greenbowe, T. J. (1997a). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34(4), 377-398.

Sanger, M. J., & Greenbowe, T. J. (1997b). Students’ misconceptions in electrochemistry: Current flow in electrolyte solutions and the salt bridge. Journal of Chemical Education, 74(7), 819-823.

Sanger, M. J., & Greenbowe, T. J. (1999). An analysis of college chemistry textbooks as sources of misconceptions and errors in electrochemistry. Journal of Chemical Education, 76(6), 853-860.

Sanger, M. J., & Greenbowe, T. J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22(5), 521-537.

Schmidt, H. J. (1994). Der Oxidationssbegriff in Wissenschaft und Unterricht [The oxidation concept in science and education]. Chemie in der Schule, 41(1), 6-10.

Schmidt, H. J., & Volke, D. (2003). Shift of meaning and students' alternative concepts. International Journal of Science Education, 25(11), 1409-1424.

Schmidt, H. J., Marohn, A., & Harrison, A. G. (2007). Factors that prevent learning in electrochemistry. Journal of research in science teaching, 44(2), 258-283.

Schroeder, J.D., & Greenbowe, T.J. (2008). Implementing POGIL and the science writing heuristic jointly in undergraduate organic chemistry – student perceptions and performance. Chemistry Education Research and Practice, 9(2), 149-156.

Şeşen, B. A., & Tarhan, L. (2013). Inquiry-based laboratory activities in electrochemistry: High school students’ achievements and attitudes. Research in Science Education, 43(1), 413-435.

Simonson, S. R., & Shadle, S. E. (2013). Implementing process oriented guided ınquiry learning (POGIL) in undergraduate biomechanics: Lessons learned by a novice. Journal of STEM Education, 14(1), 56-63.

Smith, E. L., Blakeslee, T. D., & Anderson, C. W. (1993). Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 30 (2), 111-126.

Soltis, R., Verlinden, N., Kruger, N., Carroll, A., & Trumbo, T. (2015). Process-oriented guided inquiry learning strategy enhances students’ higher level thinking skills in a pharmaceutical sciences course. American journal of pharmaceutical education, 79(1), 1-8.

Spencer, J. N. (1999). New directions in teaching chemistry: A philosophical and pedagogical basis. Journal of Chemical Education, 76(4), 566-569.

Spencer, J.N. (2000). New directions in general chemistry: How recent research is changing the introductory chemistry course. In W.B. Bond (Ed.), Teacher’s guide: AP chemistry (pp. 1-9). New York: College Board Publications.

Spencer, J.N. (2006). New approaches to chemistry teaching. Journal of Chemical Education, 83, 528-535.

Spencer, J.N., & Moog, R.S. (2008). The process oriented guided inquiry learning approach to teaching physical chemistry. In M.D. Ellison & T.A. Schoolcraft (Eds.), Advances in teaching physical chemistry: ACS symposium series 973 (pp. 268-279). Washington, D.C.: American Chemical Society.

Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students’ achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321–351.

Straumanis, A., & Simons, E. A. (2008). A multi-institutional assessment of the use of POGIL in organic chemistry. In R.S. Moog, & J.N. Spencer (Eds.), ACS 173 Symposium Series 994: Process-oriented guided inquiry learning (pp. 226–239). Washington, DC: American Chemical Society.

Sumfleth, E., Stachelscheid, K., & Todtenhaupt, S. (1991) Redoxreaktionen in der Sekundarstufe I - Sauerstoffübertragung und/oder Elektronenübertragung? [Redox reactions at secondary level I - oxygen transfer and / or electron transfer?] Naturwissenschaften im Unterricht – Chemie, 8, 77.

Taşdelen, U. (2011). The effects of computer-based interactive conceptual change texts on 11th grade students’ understanding of electrochemistry concepts and attitude toward chemistry (Unpublished doctoral dissertation). Middle East Technical University, Ankara.

Treagust, D. F., Mthembu, Z., & Chandrasegaran, A. L. (2014). Evaluation of the predict-observe-explain instructional strategy to enhance students’ understanding of redox reactions. I. Devetak and S. A. Glaz ˇar (eds.), Learning with understanding in the chemistry classroom (265-286), DOI: 10.1007/978-94-007-4366-3_14, Springer Science+Business Media B.V.

Vacek, J. J. (2011). Process oriented guided inquiry learning (POGIL), a teaching method from physical sciences, promotes deep student learning in aviation. Collegiate Aviation Review, 29(2), 78–88.

Vanags, T., Pammer, K., & Brinker, J. (2013). Process-oriented guided inquiry learning improves long-term retention of information. Advances in Physiology Education, 37(3), 233-241.

Varma-Nelson, P., & Coppola, B. P.. (2005). Team learning. In N. J. Pienta M. M. Cooper T. J.Greenbowe, (Eds.) Chemists’ guide to effective teaching: Volume I (pp. 155-169). New Jersey: PrenticeHall: Upper Saddle River.

Wozniak, B. M. (2012). Effect of process-oriented guided-inquiry learning on non-majors’ biology students' understanding of biological classification (Order No. 1517251). Available from ProQuest Dissertations & Theses Global. (1039584600). Retrieved from http://search.proquest.com/docview/1039584600?accountid=11248

Yang, E. M., Andre, T., Greenbowe, T. J., & Tibell, L. (2003). Spatial ability and the impact of visualization/animation on learning electrochemistry. International Journal of Science Education, 25(3), 329-349.

Yaqoob, M. (2007). Developing creative thinking: A cognitive approach to the teaching of English literature. Doctorate Thesis, National University of Modern Languages, Islamabad.

Yılmaz, A., Erdem, E., & Morgil, F. İ. (2002). Students' misconceptions concerning electrochemistry. Hacettepe University Journal of Education, 23, 234-242