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Documenting the process of translation has several advantages for both teachers and students in a translation class in an English, or any language, department. It is not only useful for preventing the students from using translation applications in doing the assignments, but also useful for teaching them to evaluate and to revise their translation. Besides making students accustomed to expressing their thoughts in writing, process-oriented teaching inspires them to think in detail and inspires lecturers to conduct process- oriented translation research. [ABSTRACT FROM AUTHOR]

Writing is both affective and ecological. Consequently, effective writing instructors need a deep understanding of writing's affective and ecological aspects, making composition one of the most complex and challenging areas of pedagogical endeavor. This claim is especially true in institutions whose product-oriented epistemologies make writing potentially traumatizing for many student writers. To assist writing teachers in meeting student writers' needs, this article draws on a diverse body of research to explain writing affect, its role in ecological processes of composition within early collegiate humanities curricula, the relation of writing affect to writers' identities, and the impact collegiate corporatization may have on composition instruction. Subsequently, this article describes approaches for making writing pedagogy more process oriented, trauma informed, and equity centered. [ABSTRACT FROM AUTHOR]

The guided inquiry learning model, often called guided discovery learning, is an educational approach that emphasizes student engagement and active learning through exploration and problem-solving under the guidance of a teacher as an instructor. Through guided inquiry learning, this research aimed to examine the correlation between students' communication skills and scientific literacy ability on the environmental pollution sub-concept. The method used in this research was correlational. The participants in this study were the 10th-grade students of a Senior High School in Serang, Banten. The communication students ' communication skills and scientific literacy abilities were measured by observation sheets and essay questions, respectively. The result showed that the communication skills (oral and written) of the students were categorized as good, with a mean value of 82.27. Meanwhile, students' scientific literacy was categorized as moderate, with a mean value of 82.71. Pearson Product Moment correlation analysis showed that there was a very strong correlation between both values, with a correlation coefficient of 0.890. The linear regression test result showed that communication skills contributed to the student's scientific literacy by as much as 79.2%. It is suggested that applying the guided inquiry model could develop communication skills and students' scientific literacy. [ABSTRACT FROM AUTHOR]

Extensive research on process-oriented guided inquiry learning (POGIL) has addressed its impact on student performance but little attention has been devoted to approaches to learning and performance on delayed tests. The use of POGIL in online education must also be explored. This research concerns changes in students' approaches to learning and their performance on delayed tests after the implementation of POGIL and demonstrates the challenges faced in implementing POGIL online. Various changes that could be made to adapt this methodology to online learning are also outlined. In this quasi-experimental exploratory mixed-method study, two cohorts in an undergraduate architecture program formed the control (n=79) and treatment (n=91) groups. The results of surveys, performance tests, and interviews showed that student performance on delayed tasks was significantly better (t=3.719, p=0.000, d=0.50) following the implementation of POGIL and that there was a higher increase in deep approaches and a lower increase in surface approaches to learning in the treatment group after its application. We also provide recommendations for overcoming these challenges using a POGIL framework with some modifications to its eight typical characteristics. [ABSTRACT FROM AUTHOR]

While there is no lack of studies on the major approaches to L2 writing instruction (i.e., the product-, process-, and genre-oriented approaches), it remains unclear whether and how these theory-based approaches have been translated into students' experiences of L2 writing pedagogy. This study examined students' experiences of L2 writing instructional approaches in the Chinese EFL context. A sample of 1,190 students from 39 Chinese universities participated in the study and they were surveyed about the English writing instruction they received in universities. Results show that the process-oriented approach was most experienced by the students, followed by the genre- and product-oriented approaches. Results of latent profile analyses revealed four distinct profiles of writing pedagogy in students' experiences: the indistinctive pattern, the product-dominant pattern, the process/genre-dominant pattern, and the synthetic pattern. These patterns indicate that writing instructions in the Chinese university-based English programs have yet to meet the demand for students' L2 writing development. This study contributes to our knowledge of how L2 writing instructional approaches have been experienced by students of various demographic backgrounds and to how writing curricula and pedagogies can be further improved. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the effects of guided inquiry activities supported by digital stories in the 6th grade science lesson on students' attitudes towards inquiry. The method of the study was determined as the embedded design, one of the mixed method research designs. 27 students from a public school located in the countryside participated in the study. In the quantitative dimension of the study, a single group pretest-posttest research design was used. Quantitative data were obtained through the Attitude Scale towards Research-Questioning. The qualitative dimension of the study was designed in accordance with the case study model. Qualitative data were obtained by using semistructured weekly focus group interviews, teacher diaries and observation form. Quantitative data were analyzed with Mann Whitney U-Test, qualitative data were analyzed with descriptive and content analysis methods. As a result, thanks to the applied method, the attitude scores of the lower and middle group students towards inquiry converged to each other. Interviews with students and researcher diaries also support the results. It was revealed how the learning environment, teacher, student and lecturing affect the attitudes of the students participating in the studies towards inquiry. [ABSTRACT FROM AUTHOR]

This paper reports on data obtained during semi-structured interviews with students who had recently experienced a guided inquiry approach to learning ordinary differential equations (ODEs) in a service-taught module. Previous research identified the strengths and weaknesses of similar cohorts of students. The results from that research informed the design of an intervention (15 guided inquiry tutorials) which sought to improve the outcomes for students taking a subsequent version of the module. This paper reports on the data gathered during interviews with these students that describe their perceptions of the guided inquiry approach used. The students noticed the change in emphasis toward conceptual understanding that the intervention was trying to instil. They cited the change in questioning style most frequently as being where they saw this change, but also noted the prevalence of group work and change in interaction pattern as keys to its success. Thus, by probing students' opinions in this way, we find validation for a guided inquiry approach to teaching ordinary differential equations in third level that emphasizes active learning and lateral interactions among students. The students' personal goal orientation and the goal structure of the learning environment are also discussed. [ABSTRACT FROM AUTHOR]

This study explored the effectiveness of the think-pair-share (TPS) method combined with the inquiry-based learning (IBL) of mental mathematics to improve teacher trainees' mathematical efficiency. School Mathematics teachers are expected to develop numeracy skills and confidence in their students. Inquiry-based teaching is an academic methodology that invites learners to explore educational contents by investigating, posing, and solving questions to create interest and class engagement. When working as a group, students first think individually and then share ideas with classmates, making learning more effective. The teacher candidates' mathematical efficiency was compared between before and after such training at various stages. Findings concluded that as students applied mental strategies, they developed a better understanding of number relations and encouraged creativity and efficiency. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effect of the Audi Video Tenik Class XI Student Learning model at SMK Negeri 2 Pematangsiantar who had not carried out scientific inquiry in an effort to grow the ability to think, work, and behave scientifically. This study is a quasi-experimental design study with a nonequivalent control group. Sampling technique with a simple random sample. Hypothesis testing using Manova analysis and t test. The results showed that (1) there was an effect of the POGIL learning model on understanding science concepts, (2) there was an effect of the POGIL learning model on science process skills, (3) there was an effect of the POGIL learning model on critical thinking skills, and (4) there was a significant effect. significant application of the POGIL learning model simultaneously to understanding science concepts, science process skills, and critical thinking skills. [ABSTRACT FROM AUTHOR]

This paper discusses Tidepools (Card 2017) a film-based ethnography produced to explore Black and Latino student experiences at community college. Tidepools (Card 2017) offers an innovative visual approach to data presentation and illuminates the importance of faculty and student relationships for Black and Latino successful academic experiences. Data were collected and analysed in two stages. Firstly, a short documentary film (N = 10) was produced using participant led visual methodology and a process-oriented analysis applied to understand student experiences at community college. Secondly, a discussion and pre- and post-survey (N = 50) were completed after screening Tidepools (Card 2017) at the National Consortium on College Men of Color Working Group, 2017 to assess the impact of the film on faculty members. Tidepools (Card 2017) reflects on and illuminates the importance of faculty and student relationships for Black and Latino student achievement at community college and has implications for the use of visual research and the professional development of faculty and policymakers to support Black and Latino students at community college. [ABSTRACT FROM AUTHOR]

This study aims to examine the effects of inquiry activities supported by digital storytelling on the attitudes of 6th-grade students towards inquiry, sub-dimensions of attitudes, and the change of attitudes depending on gender. The method of the study was determined as the embedded design, one of the mixed method research designs. The study was carried out with a total of 27 students, 12 female and 15 male. In the quantitative dimension of the study, one group pretest-posttest research design was used. Quantitative data were obtained through the Attitude Scale towards Research- Questioning. The qualitative dimension of the study was designed as a case study model. Qualitative data were obtained by using researcher diaries, student group diaries, and semi-structured weekly focus group interviews. As a result, a statistically significant difference was found between the students' ASTRQ pretest-posttest scores in favor of the posttest. Similarly, a statistically significant difference was found between the pre-test and post-test scores of the sub-factors of signification and avoiding, excluding the curiosity factor, in the attitude scale. These results were also supported by the findings obtained from qualitative measurement tools. The students' ASTRQ post-test scores differed statistically according to gender, which was in favor of female students. [ABSTRACT FROM AUTHOR]

This study investigates the effects of process-oriented guided inquiry learning (POGIL) on the academic performance and science process skills of Grade 10 Filipino students in science. Specifically, this study aimed to (1) determine and compare the level of academic performance of students when exposed to POGIL and non-POGIL and (2) assess the scientific process skills of students before and after being exposed to POGIL and non-POGIL. Two (2) Grade 10 were tested using POGIL and the traditional lecture method (non-POGIL). Using a teacher-made pre/post assessment and an adapted basic science process skills test, results showed that (1) the academic performance of the POGIL class was 'Satisfactory' (x̄ = 77.76), while the non-POGIL class attained the 'Fairly Satisfactory' level (x̄ = 67.00); a statistically significant difference was found to occur for the level of academic performance between the POGIL and non-POGIL groups (f = 31.072; p < 0.001). (2) The science process skills of the students in POGIL were 'Nearing Mastery' (x̄ = 6.68), while the non-POGIL reached 'Moving towards Mastery'(x̄ = 5.99); there was a statistically significant difference in the science process skills of learners between POGIL and non-POGIL groups (t = 4.52; p = 0.006). [ABSTRACT FROM AUTHOR]

21st -century education requires students to have critical thinking skills. This research aim was to analyze the influence of the guided inquiry learning model assisted by student worksheets based on Higher Order Thinking Skills (HOTS) on students' critical thinking skills during online learning at Senior High School 1 Gadingrejo class XI Science Major. This research used a quasi-experiment design with a pretest-posttest non-equivalent control group design. The samples in this study were students of the Natural Science Major class, XI Science Major 2 as the control class, and XI Science Major 7 as the experiment class, which was selected through the purposive sampling technique. The research data consist of quantitative and qualitative. Quantitative data from the average pre-test, post-test, and N-Gain score as a result of critical thinking skills were analyzed by an independent sample t-test (α=0.05) using SPSS 25.0 For Windows. The results showed a significant effect of applying the HOTS-based guided inquiry learning model on students' critical thinking skills during online learning (Sig. 0.010 < 0.05). The experiment class N-gain value of 0.65 is classified as a medium category. Qualitative data in the form of a questionnaire on the implementation of online learning with an average percentage result of 64.2% is included in the strong category. 92% of students agree that the difficult questions in the HOTS-based worksheets help improve critical thinking skills. Therefore, the guided inquiry learning model assisted by HOTS-based worksheet students affects students' necessary thinking skills during online learning. [ABSTRACT FROM AUTHOR]

This article provides an overview of the design, implementation, revision and informal assessment of an information literacy curriculum embedded in a new University Foundations (UF) program at a mid-sized public university. The library information literacy sessions incorporated team-based learning and Process Oriented Guided Inquiry Learning (POGIL) elements using iPads. Each session provided students an opportunity to develop and apply information literacy skills, and included critical thinking questions which led students to think about underlying concepts. A focus group with the librarians assessed the UF library curriculum, its impact on student engagement, and the training activities for librarian teaching preparation. [ABSTRACT FROM AUTHOR]

The purpose of this research was to describe the learning implementation, students activities, the student's science literacy ability, learning outcame, and response of students to the implementation of techno-ecopreneurship-based student worksheets on thermochemical topic. This research used pre-experimental design with one group pretest-posttest design. The targets of this study were 34 students in XI grade science in Senior High School 3 Sidoarjo. Data collection methods were observation, test, and questionnaire. The research showed the following results: (1) the syntax implementation of guided inquiry learning model is 86.5% and 88.5% with a very good category; (2) The activities of students during the learning process were said to be implemented well because the percentage of relevant student activities time is greater compared to the student activities which were not relevant, in which relevant student activity in first meeting was 83.5% and in second meeting was 90.5%; (3) Student learning outcomes at the pretest 0% was complete, and 100% was incomplete but at the posttest 78.78% is complete and 21.22% is incomplete; (4) The results of students scientific literacy ability have increased from pretest to posttest that is 18 to 74 with an N-gain value of 0.55; (5) Students gave positive responses to the implementation of techno-ecopreneurship-based student worksheet on thermochemical topic to train scientific literacy ability. [ABSTRACT FROM AUTHOR]

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Over the past three decades, second language writing has witnessed a growth of studies on learners' writing strategies, as well as a shift from product-oriented to process-oriented research. Although the field has achieved a greater understanding of strategies used by English-as-an-additional-language (EAL) writers, limited research has examined the strategies used by learners in completing the same writing task in their L1 (first language) versus L2 (second language). Such an exploration would shed light on the transferability of writing strategies between L1 and L2 in different writing tasks. The present study used a questionnaire, concurrent think-aloud protocol and immediate post-task retrospective interviews to examine the strategies used by 35 Chinese EAL learners in completing L1 and L2 writing tasks and how these strategies related to writing performance. Results pertaining to the identified L1 and L2 writing strategies, similarities and differences between L1 and L2 writing strategy use, the potential transferability of L1 and L2 strategy use in writing, and strategy use in relation to writing performance are reported and discussed in relation to previous research. Also considered are implications, limitations and future research directions to move the field forward. [ABSTRACT FROM AUTHOR]

Evaluating the teaching performance of lecturers in higher education is important for both the Universities and the faculty themselves. Having information about teaching performance is essential to bring about change in student learning and assessment, to incentivize lecturers, to appraise lecturers and to make important administrative decisions. The most common approach to evaluate lecturers is student evaluation of teaching (SET). However, SET is commonly considered to be only a poor reflection of lecturer teaching performance. Here I propose a number of measures to improve SET. I recommend to change the current cardinal grading of lecturers to an ordinal system, in which student rank their best lecturers based on specific criteria. These criteria should be concrete, aligned with the desired attributes of a good lecturer and process-oriented rather than achievement-oriented. To increase student motivation to provide accurate feedback, SET should be directly linked to teaching awards and publicized transparently. Finally, to obtain meaningful formative feedback, lecturers should administer their own feedback surveys, tailored to the specific pedagogical approaches and learning outcomes of their modules. It is hoped that with these measures a more meaningful student evaluation of teaching can be achieved. [ABSTRACT FROM AUTHOR]

The article describes two Stage 4 history units which used Guided Inquiry to develop students' skills in research, note taking and synthesizing information. Topics discussed include collaboration between teacher librarians and classroom teachers; development of a unit on Ancient China for Year 7 history students and purchasing of virtual reality goggles.

We implemented NSF-funded computerized Experimental Psychology Laboratories at Touro College and incorporated process-oriented guided-inquiry learning (POGIL). We designed POGIL modules for the labs and conducted workshops for faculty on the implementation of the guided-inquiry approach, including learning teams. Data were collected from students who took experimental psychology with and without using POGIL, to assess the impact of the curriculum materials. Achievement was measured with (a) selected items from the Major Field Achievement Tests (MFAT) and (b) our own assessment instrument. Results indicated that students using the POGIL materials performed significantly better on both achievement tests than students not using them. This is the first demonstration that POGIL led to higher achievement than non-POGIL instruction for experimental psychology. These results are consistent with previous POGIL findings in the field of chemistry. [ABSTRACT FROM AUTHOR]

This article presents a case study of the authors' experience using the POGIL method in an information literacy (IL) course. We describe our approach to using POGIL and discuss both the instructor and student observations about the experience. The article concludes with recommendations for future uses of POGIL in IL. [ABSTRACT FROM AUTHOR]

The aim of this paper to analyse the success factors of efficiency of social innovation and indicate the variables associated with the success factors in order to aid in decision making A number of success factors play an important part in adjusting to reach the optimal solution. The personality of the innovator, level of the innovation or the place of implementation can influence the choice and prioritizing of these factors. Identifying the forms and level of decisions in connection with success factors is the main focus of the paper, determining the presence of linked variables. A suggestion is formulated to increase the efficiency of decision making taking into consideration the applied decision methods and special features of the situation. [ABSTRACT FROM AUTHOR]

Even in the North American and European context, relationalism comes in many flavours. We identify the common features of relational approaches, including varieties of practice theory, pragmatism and network analysis. We also identify key disagreements within relationalism, such as the relative explanatory importance of positional and process-oriented analysis. Our discussion reveals the problems that come from associating relationalism solely with other clusters of international-relations theory, such as constructivism. It also allows us to construct a typology of major relational frameworks in the field, and provides a better foundation for comparing and contrasting Chinese and Western relationalisms. [ABSTRACT FROM AUTHOR]

The study investigated the students' retention ability of content taught when exposed to the guided inquiry and demonstration teaching techniques. The study also compared the performance of students in Chemistry when taught with guided inquiry and demonstration teaching techniques in senior secondary schools. This is with a view to provide information on the effectiveness of the teaching techniques which can bring a better retention of concepts taught in Chemistry. The study adopted a non-equivalent pre-test, posttest control group research design. The population for the study consisted of all the Chemistry students in senior secondary schools in Ile-Ife. The sample consisted of 84 students from the three selected schools out of the six present in the study area using purposive sampling technique based on the population of students admitted and corresponding teachers. The students were selected using simple random sampling technique to facilitate adequate coverage and even representation. One intact class each was used. The schools were randomly assigned to three groups (Guided Inquiry, Demonstration and Teacher Expository) using simple random sampling technique. One self designed instrument was utilized for the study titled "Chemistry achievement Test (CAT)". Data collected were analyzed using Analysis of Covariance (ANCOVA).The finding showed that, there was a significant difference in the retention ability of students exposed to guided Inquiry and those exposed to demonstration teaching techniques (F= 21.103; p< 0.05). The results also indicates that there was a significant difference in the performance of students exposed to guided inquiry, demonstration teaching technique and those exposed to teacher expository teaching technique (F= 123.972; p< 0.05).The post - hoc analysis revealed that, students exposed to GITT have a better retention of concepts taught than those exposed to DTT and those exposed to TETT. The post - hoc analysis revealed that, Guided Inquiry Teaching Technique (GITT) had a better significant effect on student academic performance than Demonstration Teaching Technique (DTT) and Teacher Expository Teaching Technique (TETT).The study concluded that, guided inquiry teaching technique is better teaching techniques which increase students' retention of concepts taught in Chemistry than demonstration teaching technique and the teacher expository method respectively. [ABSTRACT FROM AUTHOR]

Information technology has stimulated efforts to reform teaching methods in dental education. Most of these efforts involve a shift from conventional mode to the more technology‐savvy and student‐centered approach. The aim of this study was to compare postgraduate dental students' academic performance using two teaching methodologies (video‐based learning and blended module‐based learning) in a biostatistics and research methodology course in a master's program at a dental college in India. This retrospective study involved two groups of students enrolled in the master's program with different years of admission: Group I in 2013‐14 (n=80) and Group II in 2015‐16 (n=80). Group I students learned the subjects with video‐based learning, whereas Group II students were taught using a blended module program using a small‐group learning system called Process‐Oriented Guided Inquiry Learning (POGIL). The students' final course evaluation (summative assessment) and formative assessment (during course assessments) were compared for the two groups. The students' final course evaluation was derived from an end‐of‐year written examination, whereas the formative assessment was recorded with written tests and projects during the course. In the results, the summative assessment did not show a significant difference between Group I (68.2±13.4) and Group II (66.4±11.9) (p=0.39). The formative assessment showed a significant difference (p<0.001) in favor of the Group II students. In this study, the blended module‐based teaching produced similar scores on the final exam to the video‐based lectures, but it produced significantly better results on the in‐course assessments. The latter finding could be attributed to the incorporation of small‐group learning and POGIL. [ABSTRACT FROM AUTHOR]

The article focuses on the inquiry learning in the form of guided Inquiry (GI). Topics include that students are expected to reflect during their process and to comment on their growing understandings; mentions that the pressure of time in secondary schools is increasing, with some of that pressure caused by an overloading of content into syllabuses; and the elaborations in the general capabilities provide a rich ground for teacher librarians to choose learning outcomes for inquiry units.

Generally teacher training is still ineffective, and there are still many weaknesses in its implementation. The main objective of teacher training is to improve the ability and skills in learning process, so as to prepare students for competition in the millennial century. In chemistry learning teachers must be able to stimulate all initiatives, creativity and scientific attitudes through guided inquiry-based laboratory activities. The purpose of this study was to measure the effectiveness of teacher training in improving the ability to develop guided inquiry lab worksheets to achieve students' understanding and literacy. The training involved 26 chemistry teachers who teach in Karawang West Java. The method applied in this study is multi-method, both quantitative and qualitative with multi-design. The results achieved in this study indicate that the teacher's response to training materials and training methods is very strong based on the results of the pretest and posttest. Increased ability of teachers in inquiry is classified as medium category. In general, the teacher's response to the training showed a very positive response especially to the topic of practical evaluation or evaluation. Some teachers demonstrated their ability to design guided inquiry-based lab worksheets mainly related to contextual phenomena, including the effect of vinegar acid concentration on baking soda decomposition reactions, and the effect of fertilizer concentrations on grain sprout growth. Teacher training is still a project that many considered as not effective and has a number of shortcomings. Learning should prepare students according to the demands of the 21st century. So that the learning process of chemistry should stimulate initiative, creativity, and scientific attitude through Guided-Inquiry based laboratory activity to improve student literacy ability. The objective of this research is to measure the effectiveness of teacher training in improving the production ability of Guided-inquiry Labs to achieve students' understanding and literacy. The training involved 26 chemistry teachers as trainees, a mixed method chosen to measure the quantitative side by preexperimental design with a pretest-posttest design, one-group design and teacher feedback collection on training through questionnaires. The pretest and posttest results were calculated by measuring N-gain, and scoring teacher responses on a scale of 1-4. The results of questionnaire showed that the teachers responded with strong criteria and very strong, with an average of 83 (Very Strong). Increased ability of participants is shown with N-gain obtained by each teacher. The average N-gain of trainees is 0.71 in the medium category. Aspects of analyzing the curriculum have the smallest N-gain value compare to the aspects of composing the referring questions and aspects of presenting the experimental data in the form of tables/graphs. In general, teachers' responses to training show very strong categories with the highest responses on the topic of practicum assessment. And the ability of teachers in designing guided-inquiry self-study worksheets has improved especially for aspects of curriculum analysis and presenting experimental data in the form of tables/graphs. The development of teachers' skills through measurable training that focused on improving teacher competence should be more frequent. The selection of materials that are urgently needed and used in the learning process should also be considered. [ABSTRACT FROM AUTHOR]

Many developmental writing courses in colleges focus on teaching students isolated skills, with little emphasis on how such skills are applicable to the actual process of writing. This article focuses on capturing the perspectives of students enrolled in a developmental writing course designed around an explicit process-oriented pedagogy. The instructor assigned metacognitive tasks and aimed to be transparent with students about the purpose of all course activities and assignments. The findings point to the various ways students can learn to value and use a process approach when writing. The paper concludes with recommendations for helping both instructors and institutions foster a processoriented writing culture in college classrooms. It also points to future research possibilities. [ABSTRACT FROM AUTHOR]

Abstract In a quasi-experimental classroom study, we longitudinally investigated whether inquiry-based, content-focused physics instruction improves students' ability to apply the control-of-variables strategy, a domain-general experimentation skill. Twelve third grade elementary school classes (Mdn age = 9 years, N = 189) were randomly assigned to receive either four different physics curriculum units (intervention) or traditional instruction (control). Experiments were frequent elements in the physics units; however, there was no explicit instruction of the control-of-variables strategy or other experimentation skills. As intended, students in the intervention classes strongly increased their conceptual physics knowledge. More importantly, students in the intervention classes also showed stronger gains in their ability to apply the control-of-variables strategy correctly in novel situations compared to students in the control classes. Thus, a high dose of experimentation had the collateral benefit of improving the transfer of the control-of-variables strategy. The study complements lab-based studies with convergent findings obtained in real classrooms. Highlights • The control-of-variables strategy (CVS) is a domain general experimentation skill. • Third graders received content-focused instruction with frequent experimentation activities. • This instruction never explicitly explained or mentioned the CVS. • Instruction benefitted content knowledge and the ability to transfer the CVS. [ABSTRACT FROM AUTHOR]

Communities of transformation work to achieve deep, transformational change in higher education teaching practice. This case study of The POGIL Project follows the development of a community of transformation principally focused on the propagation of effective teaching in STEM. We describe the origin of the community, elucidate the emergent decisions that shaped its growth, and offer a social network analysis of the connections between change agents that have been deeply engaged in the growth and development of the POGIL community. The case provides concrete examples of how the features of a community of transformation, most particularly the community network, can be intentionally fostered. We discuss the implications for STEM education reform in light of the case analysis. [ABSTRACT FROM AUTHOR]

Analytical thinking is a fundamental skill in education and which needs to be developed. This research would describe the effectiveness of process-oriented guided ınquiry learning (POGIL) to improve students' analytical thinking skills on the topic of excretory system. This study used Research and Development (R&D) design. It was conducted on the 11th grade students of senior high school in Ngawi, East Java in 2017/2018 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, and test. The data were analyzed descriptively, whereby the analysis result was tested with the Gain test. The result showed that the students' analytical thinking skills was significantly increased as stated by the N-gain score. In control class, there were 2 students (6.7%) whose N-gain score was in the low category, 25 students (83.3%) whose N-gain score was in the medium category, and 3 students (10%) whose N-gain score was in the high category. In the experimental class, there were 21 students (70%) who got N-gain score in the medium category, and 9 students (30%) who got N-gain score in the high category. The results of this research showed that the students analytical thinking skills were different after the implementation of POGIL method. Therefore, it could be concluded that the POGIL was effective to improve students' analytical thinking skills on the excretory system in senior high school. The information obtained from this research can be used as a tool to improve students' analytical thinking skills. [ABSTRACT FROM AUTHOR]

In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. 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. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of .88 and .89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman's rho correlation at the significance level of .05. The results show that: 1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and 2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students' higher-order thinking skills by using POGIL. [ABSTRACT FROM AUTHOR]

The magnetic force is one of the concepts in physics that need good mathematical modeling and representation ability to understand. This article presents new learning model to help the student understand this concept with various representation, knowing by doing, and accommodate their mathematics modeling ability. GIMuR model has five phases, namely: (1) Organization and orientation, (2) Sequence and hypothesis, (3) Investigation, (4) Representation, and (5) Evaluation and reflection. The analysis focused on the effectiveness of GIMuR model, the activities of teachers and students during learning, and how mathematical modeling of students and their representation in understanding the magnetic force. The effectiveness of the GIMuR model was tested using a t-test with one tail. Quantitative data in the form of test results and observation of learning implementation while qualitative data in the form of student interviews. The research results indicate that: 1) learning magnetic force by using GIMuR model effectively to improve students' mathematical modeling ability; 2) teacher and student activities in all step of GIMuR model were good categories in rate; 3) teacher should back to basic concept of vector rules before using various hand rules and guided student to reveal the problem in the form of field line diagram sketch and formulas as a way to train students' thinking skills. These results showed that GIMuR could be an alternative model in magnetic force learning and enhanced students' mathematical modeling ability. [ABSTRACT FROM AUTHOR]

Student-centered learning is known to lead to greater student knowledge gains and conceptual understanding. In practice, implementation of these approaches can vary from the ideal implementation as defined by the original developer, leading to differences in student outcomes compared to what might be expected. Fidelity of implementation, i.e., the extent to which key practices of a pedagogical approach are used, must be considered in understanding how student-centered pedagogies impact students. In this mixed method study, we examined how Process Oriented Guided Inquiry Learning (POGIL) was implemented across diverse institutional contexts and how those implementations affected students' conceptual understanding. The domains of curricula framework allowed us to understand how the curriculum as practiced by instructors and experienced by students differed from the ideal curriculum as originally designed. Our results show that implementation is impacted by the particular circumstances of a classroom, and that differences in implementation can affect the benefits to students. We conclude that fidelity of implementation needs to be taken into account when considering the effectiveness of any pedagogy. [ABSTRACT FROM AUTHOR]