Departing from Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative

By Scott E. Lewis, J. Lewis. 2005

272 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b505d520c7bf38689224aeae68de38133b729b37

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, methodology): “Several studies have found that these concerns are groundless: Students in classes that employ POGIL pedagogy score at least as well as student in traditional teacher-centered, lecture courses (P. Brown, 2010; S. Brown, 2010; Farrell, Moog & Spencer 1999; Lewis & Lewis, 2005).”
A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, background): “Indeed many recommendations for effective inquiry in science education mention use of guidance and scaffolds (Lewis & Lewis, 2005; Schwarz & Gwekwerere, 2007; Moog & Spencer, 2008).”
ADAPTING A METHODOLOGY FROM MATHEMATICS EDUCATION RESEARCH TO CHEMISTRY EDUCATION RESEARCH: DOCUMENTING COLLECTIVE ACTIVITY (2012, background): “In recent years, numerous articles have been published in the literature describing the POGIL approach (Farrell, Moog & Spencer, 1999; Hanson & Wolfskill, 1998; Spencer, 1999) and its positive impact on student performance in a variety of institutional contexts (e.g., Lewis & Lewis, 2005 ).”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, result): “Other studies have shown that a combination of PLTL and POGIL improved test scores for a cohort of students in general chemistry (Lewis and Lewis, 2005).”
Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL (2008, methodology): “For example, peer-led guided inquiry (PLGI) combines elements of POGIL and PLTL [ 74 ].”
Predicting at-risk students in general chemistry: comparing formal thought to a general achievement measure (2007, background): “Tien et al. (2002) and Lewis and Lewis (2005) provide examples of effective active learning reforms that de-emphasize lectures without moving completely from the lecture format.”
Peer-Led Team Learning: A Prospective Method for Increasing Critical Thinking in Undergraduate Science Courses. (2009, background): “PLTL usually serves as a supplement to traditional lecture, although some replace a portion of weekly lecture with a PLTL session (Alger & Bahi, 2004; Lewis & Lewis, 2005).”