Education Research References

  • Becker, Nicole; Rasmussen, Chris; Sweeney, George; Wawro, Megan; Towns, Marcy; and Cole, Renee (2013), Explanations Grounded in the Particulate Nature of Matter: A Sociochemical Norm in a Physical Chemistry Class. Chemical Education Research and Practice, 14, 81-94. (
  • De Gale, S. & Boisselle, L. (2015). The Effect of POGIL on Academic Performance and Academic Confidence. Science Education International, Volume 26 (Issue 1), 56-79.
  • Gehrke, S. & Kezar, A. (2016). STEM Reform Outcomes Through Communities of Transformation. Change, January/February 2016, 30-38.
  • Lewis, S.E., & Lewis, J.E. (2005). Departing from Lectures:  An Evaluation of a Peer-Led Guided Inquiry Alternative. Journal of Chemical Education82, 135-139.
  • Lewis, S.E. & Lewis, J.E. (2008), Seeking Effectiveness and Equity in a Large College Chemistry Course:  An HLM Investigation of Peer-Led Guided Inquiry. Journal of Research in Science Teaching45, 794-811.
  • Lewis, S. E. & Lewis, J.E. (2005). The Same or Not the Same:  Equivalence as an Issue in Educational Research. Journal of Chemical Education82, 1408-1412.
  • Șen, Ș., Yilmaz, A., & Geban, Ö. (2015). The Effects of Process Oriented Guided Inquiry Learning Environment on Students’ Self-Regulated Learning Skills. Problems of Education in the 21st Century, Volume 66, 54-65.
  • Walker, Lindsey, & Warfa, A.M. (2017).  Process Oriented Guided Inquiry Learning (POGIL) Marginally Affects Student Achievement Measures But Substantially Increases the Odds of Passing a Course. PLOS One.