POGIL is based on the biology of learning (e.g. Zull, 2002), and has been developed and validated over the last 15 years, primarily in chemistry education (e.g. Moog, Spencer, 2008). In POGIL, teams of learners (typically 3-4) work on scripted inquiry activities and investigations designed to help them construct their own knowledge, often by modeling the original processes of discovery and research. The teams follow processes with specific roles, steps, and reports that encourage individual responsibility and metacognition. POGIL activities and processes are designed to achieve specific learning objectives. The instructor serves as a facilitator, not a lecturer. Multiple studies have examined the effectiveness of POGIL, and generally find that POGIL significantly improves student outcomes.