As a result of the dual restrictions of using a fixed set of POGIL activities and a fixed recitation time for POGIL work, POGIL sessions introduce some material for the first time and some material after it is presented in the lecture. Similarities in student behavior and their responses to Key Questions in the POGIL activities suggest that student interaction with the material is independent of this temporal modality. This implies that the kind of leaning the student experiences at the POGIL session is, indeed, different from the learning occurring during lecture. The POGIL activities force the student to experience the dissonance between what they think they understand and what they do understand. In order to complete the POGIL Key Questions the student must reorganize the information presented in the Model presented and develop connections between the new concepts and prior conceptual frameworks. Does this carry over into the lecture class as the content of the POGIL session is further developed in lecture?