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Kagle, Melissa
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2023-12-22
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This capstone project explores the implementation of Process Oriented Guided Inquiry Learning (POGIL) in middle school chemistry, specifically focusing on the NGSS (Next Generation Science Standards) framework for MS-PS1 Matter and its Interactions. The study aimed to investigate the impact of POGIL methodology on students' understanding, engagement, and overall enjoyment of science. A diverse range of POGIL activities, aligned with NGSS standards, were integrated into the middle school chemistry curriculum. The research employed a mixed-methods approach, combining quantitative analysis of pre- and post-assessment scores with qualitative insights gathered through student surveys and classroom observations. The findings revealed a significant increase in students' understanding of key chemistry concepts, as evidenced by higher post-assessment scores. Additionally, the implementation of POGIL led to heightened levels of student engagement during classroom activities, with students actively participating in collaborative inquiry. The study also uncovered a notable rise in students' overall enjoyment of science, indicating that the POGIL approach positively impacted their attitudes toward learning and exploration. These results contribute valuable insights into the efficacy of POGIL in middle school chemistry education, emphasizing its potential to enhance both learning outcomes and students' general experiences in science classrooms. The success of this implementation underscores the importance of interactive and collaborative approaches in fostering a positive and enriching learning environment for middle school students.
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