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The active learning student-centered teaching approach process-oriented guided inquiry learning (POGIL) is a stimulating peer-based pedagogical method gaining momentum based on reported students’ outcomes that align with STEM undergraduate goals and objectives and job market competencies. Specific advanced topics in biology are intractable to many undergraduate students and require innovative, collaborative methods to produce desired learning outcomes. Chemistry instructors originally designed POGIL, and while biology-based POGILs are present in the literature, there is a limited amount of POGILs available in molecular biology. Thus, the current article illustrates a POGIL exercise that explores the central dogma, a fundamental principle in molecular biology. The central dogma of molecular biology provides a framework for gene expression processes and describes the flow of genetic information in living organisms. The central dogma describes how DNA nucleotides are transcribed into RNA nucleotides and translated into proteins. This seminal concept of molecular biology is critical to student understanding in introductory and advanced biological sciences courses. The POGIL exercise is organized based on the learning cycle model associated with inquiry-focused teaching techniques. The learning cycle model promotes gradual concept comprehension and real-world utilization. An increase in molecular biology POGIL exercises is required to improve student understanding and course grades in molecular biology or related disciplines. Examining the efficacy of using the current molecular biology POGIL exercise is necessary from the perspectives of undergraduate students and biology faculty to fortify POGIL usage at colleges and universities.
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This content will become publicly available on March 26, 2026
POGIL and the microbiome
POGIL, or process-oriented guided inquiry learning, is a pedagogical technique created over thirty years ago to enhance student engagement. POGIL is a student-centered approach that improves students’ learning and professional skills. POGIL activities incorporate the classic learning model with recurrent actions of exploration, concept invention, and application to encourage student inquiry. The microbiome represents the total collection of microbes associated with living organisms in distinct locations. The balance of microorganisms at the population level impacts an organism’s health and disease disposition. Enrichment or reduction of specific bacteria, viruses, and fungi in the human population accurately predicts normal or abnormal physiological functions. There is a lack of literature regarding POGIL and microbiome sciences. Thus, this article will elucidate the advantages of developing and integrating microbiome-focused POGIL assignments in institutions of higher learning. The development of additional POGIL activities will improve the understanding of microbiome concepts and experiments designed to explore the composition and functions of the microbiome in various plant and animal ecosystems. Additional educational research on the effects of POGIL activities on student outcomes will boost acceptance of this collaborative learning technique.
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- Award ID(s):
- 2232563
- PAR ID:
- 10585419
- Date Published:
- Journal Name:
- International Journal of Science and Research Archive
- Volume:
- 14
- Issue:
- 3
- ISSN:
- 2582-8185
- Page Range / eLocation ID:
- 1179
- Subject(s) / Keyword(s):
- POGIL microbiome active learning dysbiosis pedagogy
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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