Impact of Process-Oriented Guided Inquiry Learning on Grade 10 Chemistry Students' Perceptions in Qatar

• In Event: Investigating K–12 Learning Environments

Abstract

Inquiry-based education in STEM courses, a pedagogical reform initiative across secondary and tertiary levels, is widely recognised as a pathway to prepare Qataris toward knowledge-based society. A student-centred intervention - Process Oriented Guided Inquiry Learning - POGIL identified as a culturally relevant pedagogical practice in Qatar was implemented over two semesters in selected Arabic independent schools involving 154 Grade 10 students and 6 science teachers. The mixed-methods, experimental and pre- and post-test research design measured students’ perceptions of their learning using What Is Happening In This Class (WIHIC) questionnaire and observed teachers’ implementation of POGIL. Results indicate that POGIL helped Grade 10 students to improve their perceptions of chemistry learning and teachers were enthusiastic about their POGIL implementation.

Authors

• David F. Treagust, Curtin University

• Venkat Rao Vishnumolakala, Curtin University

• Joseph Ojeil, Weill Cornell Medicine in Qatar

• Sheila Qureshi, Weill Cornell Medical College in Qatar

• Mauro Mocerino, Curtin University

• Daniel Southam, Curtin University