An official website of the United States government
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.
more »
« less
This content will become publicly available on June 27, 2026
POGIL exercise exploring molecular biology
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.
more »
« less
- Award ID(s):
- 2205612
- PAR ID:
- 10621223
- Date Published:
- Journal Name:
- International Journal of Science and Research Archive
- Volume:
- 15
- Issue:
- 3
- ISSN:
- 2582-8185
- Page Range / eLocation ID:
- 1624-1628
- Subject(s) / Keyword(s):
- POGIL central dogma transcription translation gene expression
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Numerous studies have shown that active learning and student-centered pedagogies lead to better student outcomes, such as higher grades, enhanced self-efficacy, and an increased sense of belonging. These outcomes are closely linked to higher levels of student engagement. To better understand the relationship between student engagement and pedagogical approach, our research documents what actually happens in CS1 classes that implement active learning. This paper presents a case study of two instructors, at different undergraduate institutions, teaching with Process Oriented Guided Inquiry Learning (POGIL) and Interactive Lectures. Using structured classroom observations and student surveys, we measure the engagement of the same students in different class periods taught by the same instructor. Our study investigates the differences and similarities in self-reported and observed student behaviors, as well as observed instructor behaviors. We examine how instructor behavior impacts student behavior. The results show significant differences in observed instructor and student behaviors based on the pedagogical approach. In class periods where instructors spoke more, students were more inclined to watch or listen rather than actively work or discuss, coupled with higher levels of student distraction. Our results provide insight into how specific teaching practices can lead to more engaging classrooms and better student outcomes.more » « less
-
Ensuring the public has a fundamental understanding of human–microbe interactions, immune responses, and vaccines is a critical challenge in the midst of a pandemic. These topics are commonly taught in undergraduate- and graduate-level microbiology and immunology courses; however, creating engaging methods of teaching these complex concepts to students of all ages is necessary to keep younger students interested when science seems hard. Building on the Tactile Teaching Tools with Guided Inquiry Learning (TTT-GIL) method we used to create an interactive lac operon molecular puzzle, we report here two TTT-GIL activities designed to engage diverse learners from middle schoolers to masters students in exploring molecular interactions within the immune system. By pairing physical models with structured activities built on the constructivist framework of Process-Oriented Guided Inquiry Learning (POGIL), TTT-GIL activities guide learners through their interaction with the model, using the Learning Cycle to facilitate construction of new concepts. Moreover, TTT-GIL activities are designed utilizing Universal Design for Learning (UDL) principles to include all learners through multiple means of engagement, representation, and action. The TTT-GIL activities reported here include a web-enhanced activity designed to teach concepts related to antibody–epitope binding and specificity to deaf and hard-of-hearing middle and high school students in a remote setting and a team-based activity that simulates the evolution of the Major Histocompatibility Complex (MHC) haplotype of a population exposed to pathogens. These activities incorporate TTT-GIL to engage learners in the exploration of fundamental immunology concepts and can be adapted for use with learners of different levels and educational backgrounds.more » « less
-
Using analogies is a standard practice for both teaching and communicating ideas in science. Here we upend the traditional lesson, where the instructor provides a fully constructed analogy and explains it, by having the students develop a complex analogy themselves. This high engagement, peer learning activity engages students in critical thinking and analogical reasoning to foster deeper understanding of molecular processes and their interconnection. In this lesson, groups of students are asked to relate given items to DNA and to decide which level it best represents (nucleotide, gene, chromosome, or genome). Next they are tasked with extending the analogy to include other actors in the central dogma of molecular biology (RNA, protein, polymerases, ribosomes, etc.), and then to extend it even further (introns/exons, mutations, evolution, etc.). Finally, each group presents their analogy to the class, and they evaluate each other. We provide multiple examples of items that can be used in the activity, but others can be identified with some creativity. This exercise is also an excellent tool for instructors to discover where their students have gaps and need help making connections to bridge their understanding of processes in molecular biology.more » « less
-
Increasing the achievement of students in Science, Technology, Engineering, and Mathematics (STEM) from early grades to college coursework continues to be at the forefront of educational transformations and research. There is a need for stakeholders at various levels of education to collaborate and confront the complexities of STEM teaching and learning, especially in areas like mathematics education. In recent decades, active learning in college mathematics coursework focusing on collaboration and inquiry-based learning has been proven to positively impact student learning outcomes and is transforming how students and faculty experience mathematics. Active learning environments also provide a unique opportunity to engage undergraduate learning assistants with faculty where they can support near-peer students and deepen their own understanding. Situated within a scholarship program interested in recruiting, retaining, and supporting future STEM teachers, researchers seek to understand what aspects of undergraduate student participation matter most their development and interest in STEM and teaching. In particular, this paper examines scholarship participants serving as learning assistants in active learning college mathematics classrooms to see where and how they find value in their experience. Implications of this research can inform faculty and university programs on how they might prioritize and transform learning opportunities for students to impact their current and future development in STEM and beyond.more » « less
