Process-Oriented Guided-Inquiry Learning in Saudi Secondary School Chemistry Instruction

Autor/inn/en	Alghamdi, Amani Khalaf. H.; Alanazi, Fayadh Hamed
Titel	Process-Oriented Guided-Inquiry Learning in Saudi Secondary School Chemistry Instruction
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 12, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Secondary School Science; Science Instruction; Chemistry; Student Attitudes; Teaching Methods; Grade 10; Student Centered Learning; Conventional Instruction; Instructional Effectiveness; Learner Engagement; Gender Differences; Inquiry; Cultural Differences; Constructivism (Learning); Teacher Education; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtserfolg; Geschlechterkonflikt; Kultureller Unterschied; Lehrerausbildung; Lehrerbildung; Saudi-Arabien
Abstract	Students' perceptions of the Process-Oriented Guided Inquiry Learning (POGIL) approach in Saudi Arabian public secondary school chemistry classes was investigated. The sample comprised 189 Grade 10 students (male and female) from four schools in the northern and southern regions. Student-centered (POGIL) and teacher-focused chemistry teaching approaches were applied using the same instructional materials to randomly selected gendered experimental and control groups over a four-week period in winter 2018. Results from analyzing "What is Happening in This Class?" (WIHIC) data revealed that POGIL helped students more actively engage in the classroom thus enabling them to perceive their chemistry learning experience as positive and academically effective. POGIL also improved students' affective traits such as cohesiveness and personal relevance. There were no gendered differences in overall WIHIC scores. Results suggest that (a) POGIL mitigates the impact of borrowing education curricula and policies from Western countries and (b) Saudi pre-service and inservice teachers should receive POGIL training because POGIL works in the Saudi educational context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01