Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes
- 111 Downloads
Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to investigate how these adopted western pedagogies are aligned with the high context culture of Qatar. The study presented in this article highlights the implementation of a student-centred intervention called Process-Oriented Guided Inquiry Learning (POGIL) in selected independent Arabic government schools in Qatar. The study followed a theoretical framework composed of culturally relevant pedagogical practice and social constructivism in teaching and learning. A mixed method research design involving experimental and comparison groups was utilised. Carefully structured learning materials when implemented systematically in a POGIL intervention helped Grade 10 science students improve their perceptions of chemistry learning measured from pre- and post-tests as measured by the What Is Happening In this Class (WIHIC) questionnaire and school-administered achievement test. The study further provided school-based mentoring and professional development opportunities for teachers in the region. Significantly, POGIL was found to be adaptable in the Arabic context.
KeywordsQatar POGIL POGIL in high schools Science education Chemistry education Culturally relevant pedagogy Student-centred learning Active learning What Is Happening In this Class
This publication was made possible by NPRP grant [6-1424-5-178] from the Qatar National Research Fund (a member of the Qatar Foundation). The statements made herein are solely the responsibility of the authors.
Compliance with Ethical Standards
The research was approved by the institutional review board at Cornell University located on Education City campus in Qatar and the MOE recommended two independent Arabic schools located in Doha to participate in the study.
- Alhammad, K. (2015). A conceptual framework for re-shaping science education in Saudi Arabia. In N. Mansour & S. Al-Shamrani (Eds.), Science education in the Arab gulf states (pp. 121–136). Rotterdam: Sense Publishers.Google Scholar
- Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78(2014), 227–236.Google Scholar
- Bailey, C. P., Minderhout, V., & Loertscher, J. (2012). Learning transferable skills in large lecture halls: Implementing a POGIL approach in biochemistry. Biochemistry and Molecular Biology Education, 40(1), 1–7. Retrieved from http://search.proquest.com/docview/968112505?accountid=10382 https://doi.org/10.1002/bmb.20556 Accessed 10 April 2017.
- Balawi, S., Khalaf, K., & Hitt, G. W. (2016). Leveraging pedagogical innovations for science, technology, engineering, and mathematics (STEM) education in the Middle East context. In M. Abdulwahed, M. O. Hasna, & J. E. Froyd (Eds.), Advances in engineering education in the Middle East and North Africa: Current status, and future insights (pp. 59–115). Cham: Springer International Publishing http://dx.doi.org/:10.1007/978-3-319-15323-0_4.CrossRefGoogle Scholar
- Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVivo (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc..Google Scholar
- Canelas, D. A., Hill, J. L., & Novicki, A. (2017). Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills. Chemistry Education Research and Practice. https://doi.org/10.1039/C7RP00014F.
- Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Hillsdale, NJ: Erlbaum.Google Scholar
- Cole, R. S., Becker, N., Towns, M., Sweeney, G., Wawro, M., & Rasmussen, C. (2012). Adapting a methodology from mathematics education research to chemistry education research: Documenting collective activity. International Journal of Science and Mathematics Education, 10(1), 193–211. https://doi.org/10.1007/s10763-011-9284-1.CrossRefGoogle Scholar
- Creswell, J. W. (2003). Research design, qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc..Google Scholar
- Dalgety, J., & Coll, R. K. (2006). The influence of first-year chemistry students’ learning experiences on their educational choices. Assessment & Evaluation in Higher Education, 31(3), 303–328.Google Scholar
- Emilov, I., & Tafrova-Gergorova, A. (2016). A cross-national study of the learning environment in chemistry classes at Albanian, Kosovar, Romanian and Turkish secondary schools. International Journal of Science and Mathematics Education, 14(1), 107–123. https://doi.org/10.1007/s10763-014-9591-4.CrossRefGoogle Scholar
- Hamdan, A. K. (2014). The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia. International Review of Research in Open and Distance Learning, 15(1), 309–336.Google Scholar
- Irvine, J. J. (2010). Culturally relevant pedagogy. Education Digest: Essential Readings Condensed for Quick Review, 75(8), 57–61.Google Scholar
- Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory Into Practice, 31(4), 312. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=5204300&site=ehost-live Accessed 10 April 2017.
- Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass, Inc..Google Scholar
- Martin-Dunlop, C., & Fraser, B. J. (2008). Learning environment and attitudes associated with an innovative science course designed for prospective elementary teachers. International Journal of Science and Mathematics Education, 6(1), 163–190 https://doi.org/10.1007/s10763-007-9070-2.CrossRefGoogle Scholar
- Moog, R. S., Creegan, J. F., Hanson, M. D., Spencer, N. J., Straumanis, A., & Bunce, M. D. (2009). POGIL: Process-oriented guided-inquiry learning. In N. Pienta, M. M. Cooper, & T. J. Greenbowe (Eds.), Chemists' guide to effective teaching (Vol. 2, pp. 90–101). Upper Saddle River, NJ: Prentice Hall.Google Scholar
- OECD. (2013). PISA 2012 results: What students know and can do: Student performance in mathematics, reading and science. http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-i.htm Accessed 7 March 2017.
- OECD. (2015). PISA 2015: Results in focus. Paris, France: Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf Accessed 7 March 2017.
- Prowse, J., & Goddard, J. T. (2010). Teaching across cultures: Canada and Qatar. The Canadian Journal of Higher Education, 40(1), 31–52.Google Scholar
- Qureshi, S., Bradley, K. L., Vishnumolakala, V. R., Treagust, D. F., Southam, D. C., Mocerino, M., & Ojeil, J. (2016). Educational reforms and implementation of student-centered active learning in science at secondary and university levels in Qatar. Science Education International, 27(3), 437–456.Google Scholar
- Said, Z. (2016). Science education reform in Qatar: Progress and challenges. Eurasia Journal of Mathematics, Science and Technology, 12(8), 2253–2265.Google Scholar
- Said, Z., Summers, R., Abd-El-Khalick, F., & Wang, S. (2016). Attitudes toward science among grades 3 through 12 Arab students in Qatar: Findings from a cross-sectional national study. International Journal of Science Education, 38(4), 621–643 https://doi.org/10.1080/09500693.2016.1156184.CrossRefGoogle Scholar
- Treagust, D. F. (1986). Exemplary practice in high school biology classes. In Tobin, K., & Fraser, B. J. (Eds.), Exemplary Practice in Science and Mathematics Education (pp. 29–44). Perth: Key Centre for School Science and Mathematics, Curtin University of Technology. Retrieved from http://search.proquest.com/docview/63233585?accountid=10382 Accessed 9 March 2017.
- Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., & Mocerino, M. (2016). Latent constructs of the students’ assessment of their learning gains instrument following instruction in stereochemistry. Chemistry Education Research and Practice, 17, 309-319. https://doi.org/10.1039/C5RP00214A.
- Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., Mocerino, M., & Qureshi, S. (2017). Students’ attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom. Chemistry Education Research and Practice, 18, 340-352. https://doi.org/10.1039/C6RP00233A.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
- Weimer, M. (2013). Learner-centred teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.Google Scholar
- Zellman, G. L., Ryan, G. W., Karam, R., Constant, L., Salem, H., Gonzalez, G., . . . Al-Obaidli, K. (2009). Implementation of the K–12 education reform in Qatar’s schools. Santa Monica, CA: R. Corporation.Google Scholar