A Process-Oriented Guided-Inquiry Learning (POGIL)-Based Curriculum for the Experimental Psychology Laboratory

Barbara Rumain, Allan Geliebter

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)194-206
Number of pages13
JournalPsychology Learning and Teaching
Volume19
Issue number2
DOIs
StatePublished - 1 Jul 2020
Externally publishedYes

Keywords

  • Inquiry-based curriculum
  • collaborative learning
  • learning teams
  • process workshop classroom
  • teaching psychology

Fingerprint

Dive into the research topics of 'A Process-Oriented Guided-Inquiry Learning (POGIL)-Based Curriculum for the Experimental Psychology Laboratory'. Together they form a unique fingerprint.

Cite this