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Exploring how process oriented guided inquiry learning elicits learners’ reasoning about stoichiometry
Thesis (PhD)--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613470527062016 |
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| access_status_str | Open Access |
| author2 | Mathabathe, Kgadi Clarrie |
| author_browse | Mathabathe, Kgadi Clarrie |
| author_facet | Mathabathe, Kgadi Clarrie |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80156 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:39.766Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/80156 Exploring how process oriented guided inquiry learning elicits learners’ reasoning about stoichiometry Mathabathe, Kgadi Clarrie mamoocm@gmail.com Gaigher, Estelle Mamombe, Charles UCTD Process oriented guided inquiry learning (POGIL) active learning learning cycle cooperative learning Education theses SDG-04 Education theses SDG-08 Thesis (PhD)--University of Pretoria, 2021. This study explored how Process-Oriented Guided Inquiry Learning (POGIL) elicits learners’ reasoning about stoichiometry. The study further explored the perceptions of both teachers and learners over the use of POGIL in the field of stoichiometry. A qualitative case study was carried out at two conveniently and purposely sampled township schools in Pretoria, South Africa. For this purpose, two 11th grade physical sciences classes (N=48) and their respective teachers who were previously trained to teach using POGIL, gave consent to participate in the study. Data were collected using pre-intervention test, post-intervention test and lesson observations, as well as focus group interviews for learners and individual interviews for teachers. All data were coded and analysed with the aid of ATLAS.ti software for qualitative data analysis. The pre-intervention test indicated that the learners lacked reasoning in solving stoichiometry questions. The post-intervention test results indicated that the learners improved their mathematical reasoning and achievement. The findings from the observations indicate that the learners were excited, motivated and actively engaged in their work, assisting one another by endeavouring to answer questions supported with justification. The findings from the focus group interviews indicate that the learners were excited to learn using POGIL and wished to use it in other subjects such as mathematics. The learners anticipated an improvement in their grades and understanding of stoichiometry. The findings from the teachers’ interviews indicated that they too appreciated using POGIL. They found POGIL useful in reducing misconceptions, increasing learner participation, increasing understanding and achievement, and felt that their learners were interested in utilising POGIL as a learning tool. The results indicated that POGIL increased learners’ reasoning, understanding, achievement, active participation, and interest in learning. National Research Foundation (NRF) bs2026 Science, Mathematics and Technology Education PhD Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth 2021-05-28T08:54:32Z 2021-05-28T08:54:32Z 2021 2021 Thesis * S2021 http://hdl.handle.net/2263/80156 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Process oriented guided inquiry learning (POGIL) active learning learning cycle cooperative learning Education theses SDG-04 Education theses SDG-08 Exploring how process oriented guided inquiry learning elicits learners’ reasoning about stoichiometry |
| title | Exploring how process oriented guided inquiry learning elicits learners’ reasoning about stoichiometry |
| title_full | Exploring how process oriented guided inquiry learning elicits learners’ reasoning about stoichiometry |
| title_fullStr | Exploring how process oriented guided inquiry learning elicits learners’ reasoning about stoichiometry |
| title_full_unstemmed | Exploring how process oriented guided inquiry learning elicits learners’ reasoning about stoichiometry |
| title_short | Exploring how process oriented guided inquiry learning elicits learners’ reasoning about stoichiometry |
| title_sort | exploring how process oriented guided inquiry learning elicits learners reasoning about stoichiometry |
| topic | UCTD Process oriented guided inquiry learning (POGIL) active learning learning cycle cooperative learning Education theses SDG-04 Education theses SDG-08 |
| url | http://hdl.handle.net/2263/80156 |