Pogil - Process Oriented Guided Inquiry Learning


  • Brown, Patrick J.P. (2010).  Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population. Advances in Physiology Education, September 2010, 34:150-155.  
  • Eberlein, T. Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P. & White, H.B. (2008). Pedagogies of Engagement in Science:  A Comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36, 262-273.
  • Kulatunga, U., Moog, R., & Lewis, J. (2014). Use of Toulmin’s Argumentation Scheme for Student Discourse to Gain Insight About Guided Inquiry Activities in College Chemistry. Journal of College Science Teaching, Volume 43 (Issue 5), 78-86.
  • Simonson, S. & Shadle, S. (2013). Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by a Novice. Journal of STEM Education, Volume 14 (Issue 1), 56-63.
  • Allchin, D. (2013). Problem- and Cause-Based Learning in Science: An Introduction to Distinctions, Values, and Outcomes. CBE - Life Sciences Education, Volume 12, 364-372.
  • Hughes, P. & Ellefson, M. (2013). Inquiry-based training improves teaching effectiveness of biology teaching assistants. PLOS ONE. Retrieved from https://journal.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0078540