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Positive Impacts Using POGIL in Organic Chemistry

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References

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2015Developing critical thinking skills using the Science Writing Heuristic in the chemistry laboratory117 cited
2017Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course109 cited
2017Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom107 cited

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2013

Interactive simulations as implicit support for guided-inquiry

99 cited

2017An integrative review of in-class activities that enable active learning in college science classroom settings95 cited

2017Unpacking “Active Learning”: A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not88 cited

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2020A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice81 cited

2021Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities77 cited

2016NMR Spectra through the Eyes of a Student: Eye Tracking Applied to NMR Items74 cited

2019Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis69 cited

2015Using Cooperative Learning To Teach Chemistry: A Meta-analytic Review64 cited

2020The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students64 cited

2018Constructivism and personal epistemology development in undergraduate chemistry students43 cited

2021Accessible Teaching and Learning in the Undergraduate Chemistry Course and Laboratory for Blind and Low-Vision Students29 cited

2016Is It Scholarly?1 cited