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The effect of the ‘Predict-Observe-Explain (POE)’ strategy in teaching photosynthesis and respiration concepts to pre-service science teachers
Abstract
The aim of this research is to examine the effects of laboratory activities based on the predict-observe-explain (POE) strategy on the understanding of photosynthesis and respiration concepts of pre-service science teachers, and their attitudes towards biology science and course and biology laboratory. Pre- and post-test designs with an experimental and a control group were used in the research. The research was implemented with participation of 64 the pre-service science teachers. For this purpose, the experimental and the control groups were randomly determined. The same laboratory activities were carried out using POE in the experimental group and utilising a traditional approach in the control group. For the data collection, a two-tier concept test, The Biology as a Science and Course Attitude Scale and the Biology Laboratory Attitude Scale were applied before and after the applications. The results indicated that the pre-service science teachers who were taught using laboratory activities based on the POE strategy had significantly higher scores in terms of achievement and attitude towards biology laboratory than those taught by the traditional approach. In this context, we recommend using and expanding laboratory activities based on active learning methods, such as POE in biology courses.
... Although variations on the POE strategy, such as predict-observe-explain-explore (POEE), have been shown to improve student achievement and attitude toward Chemistry learning, 7 integrating POE into the school curriculum remains an underexplored possibility with few studies examining how students perceive POE chemistry laboratory tasks. [24][25][26] A unifying theme across these studies is their focus on both concept development and creating links between observational and inferential processes and their impact on learning. This exploration seeks to understand how these cognitive processes influence educational outcomes, underlining a holistic approach to understanding scientific concept acquisition. ...
Given the challenges associated with understanding electrochemistry content by engaging in prediction, observation, and explanation, laboratory activities can foster active participation and critical thinking, enabling individuals to proactively confront and revise their understanding. Since pre-service teachers should gain firsthand experience with predict-observe-based on a predict-observe-explain strategy, we propose a laboratory activity presented as a “mystery box” related to concentration cells coupled with an Arduino-based electronic data measurement system to identify how pre-service chemistry teachers move from observations to inferences in a qualitative research. Data was collected by written records and oral explanations during the practical interactions. Results suggest that the proposed laboratory activity allows pre-service chemistry teachers to access data and correct inferences related to electrochemistry content, promoting critical thinking. Data also showed a connection between the macroscopic and symbolic domains, and pre-service teachers recognized concepts associated with the activity, such as solution conductivity and the potential difference in chemical reactions, interpreting the system with prior knowledge, like electron flow direction and concentration cell components. However, additional strategies are needed for detailed and consistent observation and inference recording, enhancing the potential of such activities in favoring electrochemistry education in high schools.
... In its simplest form, in the POE method, students are expected to make a prediction about an experimental activity that will take place then make an observation to see the accuracy of their prediction and make an explanation for comparing the prediction and observation of the result after the event has occurred (e.g., Coştu et al., 2010). By asking questions and conducting research, students are able to construct their own learning in their minds using the POE method, which ultimately leads to the elimination of misconceptions and the provision of information that is both relevant and meaningful (e.g., Barış, 2022). ...
The Predict-Observe-Explain method (POE) stands out as an efficient method in order to overcome misconceptions in human understanding. This approach is characterized by its flexibility and variability. Researchers have created an altered version of the POE which is based on discussion and therefore called “discussion-based POE” (short POE-DE). The current research aims to examine the effect of this teaching method by reviewing students’ academic success and the remediation of misconceptions. A total of 63 eight-graders (aged 12-14 years) took part in the underlying study. 32 pupils were part of the experimental group participating in courses with POE-DE based activities. The remaining 31 represented the control group with teaching activities in line with the current science curriculum. The subject of the unit was Simple Machines. The Simple Machines Academic Achievement Test (AAT) was employed to measure the change in the students’ academic accomplishmen. The two-tier Simple Machines Conceptual Test (SMCT) was administered to determine the students’ misconceptions and observe whether they had been rectified. According to the statistical data, POE-DE based teaching activities had a substantial impact on both the academic success rate and SMCT scores of the students.
Predict-observe-explain (POE) is a strategy that has been used in science education for several decades. It is important to determine how effective this strategy is, especially when used in the constructing scientific concepts. In this study, the effect of the POE strategy on students’ science achievement was examined in a meta-analysis. Databases were searched using specific keywords and 35 studies (6 theses and 29 articles) that met the inclusion criteria were found. Hedges’ g and the random effects model were used to calculate effect sizes. As a result, the average effect size (g=0.979, 95% CI: 0.771-1.188, p
The aim of this study was to examine the impact of the Predict‐Explain‐Observe‐Discuss‐Explain (PEODE)‐based laboratory on enhancing the verbal and figural creativity of gifted students. The quasi‐experimental research design utilised a pre‐ and post‐test approach with a non‐equivalent control group, consisting of 60 sixth‐grade gifted students. The participants were randomly assigned into two groups: the experimental group (EG; n = 30) and the control group (CG; n = 30). During the study, the control group underwent traditional laboratory tasks, whereas the experimental group participated in PEODE‐based laboratory tasks. Both groups engaged in laboratory work for a total of 16 h. Data were collected using the Torrance Test of Creative Thinking (TTCT) scale, and statistical analysis methods were applied. The results revealed significant differences in favour of the EG regarding both verbal and figural creativity. These findings suggest that the PEODE‐based laboratory approach can effectively enhance the creative abilities of gifted students.
To address the aggressive reform of the Department of Education focused on improving the quality of science education at the basic levels, this mixed-method research explores how high school students exemplified the predict-observe-explain (POE) strategy as a skill or strategy in performing science experiments. A survey questionnaire was administered to determine their practice of POE strategy during the performance of the experiment. Based on the result, a mental model of the predict-observe-explain (POE) strategy was generated, which will serve as a reference for the students when they use POE as a strategy in performing science experiments as well as the teacher's reference when using POE as a teaching strategy. Previous studies on POE have primarily focused on its effectiveness as a strategy, not as a thought process; thus, this present study proposed a mental model. A mental model is an explanation of how students process the way science experiments are performed. This mental model can help students to understand science concepts and to make better decisions to develop the scientific literacy of the students.
This study employed a quasi-experimental research using the pretest-posttest design to determine the effect of Predict-Observe-Explain (POE) Strategy on students‟ achievement and attitude towards physics. A total of fifty-nine grade seven students from two intact heterogeneous classes participated in this study. The engage-explore-explain-elaborate-evaluate (5E‟s) learning cycle was utilized in teaching the control group while the POE strategy was utilized in teaching the experimental group. T-test was used in determining the significant differences between the two groups and within each group in terms of achievement and attitude. The findings of the study showed a significant difference (p = 0.00) in the achievement scores of the two groups in the posttest. It was further revealed that the experimental group (m = 11.47) performed better in the posttest than the control group (m = 8.86), and registered a significant change in attitude towards physics (p = 0.00) from neutral (m = 3.38) to positive (m = 3.76), while the control group maintained a neutral attitude. This suggests that the POE strategy positively influenced the academic performance and attitude of the students towards physics.
Complementing biology lecture courses with laboratory sections is nearly universal at undergraduate institutions, yet many topics in biology do not easily lend themselves to experiment-based laboratory activities. Topics such as comparative anatomy, evolution and systematics are often taught as passive, observation-based laboratories. In this experiment, we modified and tested the efficacy of a team-based learning approach called the ‘Jigsaw’ method in 14 sections of an undergraduate Vertebrate Biology laboratory course at Iowa State University. Specifically, we implemented the modified Jigsaw method in seven lab sections and taught seven lab sections in the traditional lecture and observation style, comparing mean quiz score between the experimental and control sections after accounting for variation due to instructor and year. We revealed significantly higher average quiz scores for students in the experimental sections as compared to the control sections. Herein, we describe the details of our modified Jigsaw implementation that can be applied to other such biology laboratory courses. Thus, we provide further support for the use of team-based learning approaches such as the Jigsaw method and specifically show that undergraduate biology laboratory courses can be improved by implementing such activities in lieu of a clear experimental approach to laboratory courses.
Penelitian ini bertujuan untuk mengetahui pemahaman konsep fisika pada materi besaran fisika dan pengukurannya. Penelitian ini merupakan Quasi Eksperimen Design. Populasi dalam penelitian ini adalah seluruh kelas X. Penelitian dilakukan di SMAN 1 Tegineneng tahun pelajaran 2018/2019, menggunakan dua kelas, yaitu kelas X MIPA 1 sebagai kelas eksperimen I dengan menggunakan pembelajaran dan pembelajaran PDEODE kelas X MIPA 2 sebagai kelas eksperimen II. Teknik pengambilan sampel dilakukan dengan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini berupa tes berupa soal pilihan jamak beralasan (four tier diagnostic test) untuk pemahaman konsep dan LKPD sebagai pendukung untuk keterlaksanaan model pembelajaran. Analisis data menggunakan SPSS 23.0. Untuk analisa data menggunakan uji normalitas, uji homogenitas, dan Anava dua jalan untuk menguji hipotesisnya terhadap data posttest. Berdasarkan hasil penelitian yang telah dilakukan menunjukkan bahwa pemahaman konsep eksperimen 1 dengan model pembelajaran IL yaitu (63,7), dan untuk kelas eksperimen 2 dengan PDEODE yaitu sebesar (65,28) dan untuk uji hipotesisnya yang pertama adalah (0,93>0,05) A diterima artinya tidak ada pengaruh penggunaan pembelajaran Integrative Learning dan Predict, Discus, Explain, Observe, Discuss, Explain (PDEODE) yang kedua yaitu 0.00<0.05 B ditolak artinya ada pengaruh pada pemahaman konsep tinggi dan rendah fisika. Yang ketiga memperoleh 0,75>0,05 A*B diterima artinya tidak interaksi antara pembelajaran Integrative Learning dan Predict, Discus, Explain, Observe, Discuss, Explain (PDEODE) terhadap pemahaman konsep, karena kedua model pembelajaran tersebut sama baiknya untuk diterapkan kedalam pembelajaran kedua kelas eksperimen tersebut.
Since the publication of the National Research Council’s Report BIO2010, efforts have increased to better integrate mathematics and biology in undergraduate education. Unfortunately, equivalent efforts to introduce these quantitative topics at the secondary level have been seldom. This could cause differential success of undergraduate students who come from diverse secondary science backgrounds. Undergraduate courses regularly use technology to integrate these two disciplines, and we believe that technology can similarly be used at the secondary level to prevent quantitative achievement mismatch in undergraduate biology programmes. In this paper, we review the current uses of technology to teach quantitative biology at the secondary and undergraduate levels, propose needs for further implementation, and address potential barriers to integrating mathematics and biology using technology.
A mental model is an inaccurate and complete storage of basic or incomplete knowledge that arises from previous experience and can then develop if one can increase knowledge through the process of cognition. A person's mental model can be changed or modified through the learning process. Therefore, the purpose of this research is to test Predict Observe Explain (POE) strategy to change the mental model of fifth grade in material of light. This research used quantitative research method with quasi experimental design.Population in this research were fifth grade of Jayagiri village, LembangSubdistrict. The sample of this research was class V students in one of the elementary schools of Lembang sub-district. The sampling technique was done purposively. Data collection techniques in this study were objective tests. Meanwhile, the instrument used was a two tier test that has been empirically validated. The data in the study was analyzed with descriptive and inference statistic. Result in this research shows that Predict Observe Explain (POE) strategy has effect on the change of mental model of primary students.
The learning process cannot be separated from the use of teaching materials that play a role to achieve the competencies that must be achieved by the learners. The purpose of this research is to identify the developmental stages of Predict Observe Explain (POE)-based thematic teaching materials, quality, and effectiveness of teaching materials to improve the learners' learning outcomes. This is a research and development technique. The development of this product is done through the design model of ADDIE learning system, i.e. (1) analysis, (2) design, (3) development, (4) implementation, (5) and evaluation. The results show that the POE-based thematic teaching materials has excellent quality on aspects of graphics and material with the score 4,52 and score 4,75 respectively from the aspects of readability, linguistic, and presentation according to the learners as the users of the product. Furthermore, the effectiveness test results show that the average class score that does not use POE-based thematic materials is 75,72, whereas that using POE thematic materials is 82,08. Therefore, the average score in the experimental class is higher than the control one. The Sig. shows 0,010
The aim of this study is to determine the effect of activities developed in accordance with PDEODE teaching strategy on students' understanding of the particulate nature of matter. The sample of the study consists of the first grade students who study in the Primary School Teacher Education Program. In order to determine the conceptual change on students a test consisting of 8 questions was applied to the sample. This test was applied as pre-test, post-test and delayed post-test. The difference between the measurements was found statistically significant (p<0.05). This result shows that the treatment promotes the conceptual change and enhances students' conceptual understanding. As a result of a post-hoc test (Tukey HSD test) it was established that there is a statistically significant difference between the means of pre-test and post-test, and pre-test and delayed test (p<0.05), there isn't a significant difference between the means of post-test and delayed test (p>0.05).
This study examined high school students’ attitudes towards biology lesson in North Cyprus. The participant of this study were 9th, 10th, 11th and 12th grade high school students from three diferent kinds of school grouped under state, science department, Anatolian High School in Nicosia. The data collected through Biology Attitude questionnare which was developed by Arıcak and Ilgaz in 2007. To confirm the results obtained from the one-dimensional scale which contains 17 items and four - point Likert type scale was used to measure student’s answers. The scale was administered 180 volunteer high school students. Cronbach alpha reliability coefficient was calculated as 0,85. Also, item discrimination and item-total correlation were examined. The results demonstrate that students have positive attitude towards Biology courses. Students have been accepted to some views like “I'm interested in biology class”, “Biology course is a fun course”. Also students have been accepted to some views like “Biology is a courses to be memorized”. However students have not been accepted some views like “Biology courses is boring”. The findings are consistent with the view that female and male students' attitudes shows that their average mean is close and there is no significant different towards Biology course. Similar results also caried out that there is no significance difference according to students type of high school and grade levels.
Özet
Son yıllarda ülkemizde kavramlarla ilgili yapılan çalışmalar oldukça önemli bir
araştırma alanı olarak yerini almaktadır. Öğrencilerin kavram anlama düzeylerini ve
yanılgılarını belirlenmesi amacıyla yapılan bu türden çalışmalarda çoktan seçmeli
testler, araştırmacılar tarafından sıklıkla kullanılmaktadır. Bu test metodunun
öğrencilerin muhakeme yapmasına yönelik herhangi bir içeriğe sahip olmaması gibi
önemli bir olumsuzluğu bulunmaktadır. Çoktan seçmeli testlere ikinci bir aşamanın
ilave edildiği iki aşamalı testler, öğrencilerin muhtemel yanılgılarının orijiniyle ilgili
verilerin elde edilmesini sağlamaktadır. Bu özelliğinden dolayı da kavramlarla ilgili
uluslar arası literatürde yapılan çalışmalarda kullanılmaktadır. Bu çalışma, iki aşamalı
testlerin geliştirilme aşamaları ve analiz süreçlerinin tanıtılması amacıyla yapılmıştır.
Bu amaçla çalışmada, iki aşamalı testlerin hangi durumlarda kullanılacağı, nasıl
geliştirileceği ve elde edilen verilerin ne şekilde analiz edileceğine ilişkin bilgilere
ayrıntılı olarak değinilmiş ve ayrıca fen bilimleri alanında örnek sorular sunulmuştur.
Anahtar Kelimeler: İki Aşamalı Test, Kavram Yanılgıları, Fen Eğitimi
ABSTRACT
For the past decades, studies about students’ understanding have been very
popular in Turkey. In these studies multiple choice tests have been frequently used by
the researchers in order to identify students’ conception. These instruments have some
disadvantages for example; do not contain an important part in which students’
explanations included. Two-tier diagnostic tests, derived from multiple choices tests,
cover some of these disadvantages with its second tiers which require a reason for the
multiple choices test. Since this type of tests supply in-depth data about origins of
students’ misconceptions, it has commonly used in the literature. The aim of this study
is to reveal the development stages and analysis process of two-tier tests. To reach this
aim, it was tried to give necessary information about where the two-tier tests were used,
how the tests were developed, and how the data from the test items were analyzed. In
addition, a few examples of two-tier test items about science concepts were presented in
this study.
This research aimed to clarify 5 physics teachers’ constructing knowledge base for teaching regarding constructivism. The participants were 5 physics teachers who studying Master degree in science education in Khon Kaen University, Thailand. Three participants applied science, technology, and (STS) approach for developing their teaching regarding constructivism. Other 2 participants applied teaching strategies of Predict Observe Explain (POE). This qualitative research regarded interpretive paradigm for physics teachers’ constructing knowledge base for teaching regarding constructivism during applying STS approach and POE for 2 months of physics teaching. Research instruments include teachers’ lesson plan, observation, teachers’ journal writing, and interviewing. The study explicates such a knowledge base. It is demonstrated what kind of pedagogical content knowledge (PCK) originates from our cooperation with six participating teachers. The pathway of teachers’ constructing PCK will be discussed for provide information of enhancing physics teaching regarding constructivism. This study has implications for science teacher professional development.
DOI: 10.5901/mjss.2015.v6n2p546
The present study aims to determine the biological topics that students have difficulties learning, the reasons why secondary school students have difficulties in learning biology, and ways to improve the effectiveness of students' biology learning. For these purposes, a self-administered questionnaire including three open-ended questions was employed to collect the data. It was administered to 207 11th grade students in the district of Rize, Turkey. The data were analyzed both qualitatively and quantitatively. There were five topics that the students had the most difficulties learning: Matter cycles, endocrine system and hormones, aerobic respiration, cell division, and genes and chromosomes. The main reasons for learning difficulties were the nature of the topic, teachers' style of teaching, students' learning and studying habits, students' negative feelings and attitudes towards the topic and a lack of resources. To overcome these difficulties and make their biology learning more effective, the participants suggested such strategies as teaching biology through the use of visual materials, teaching through practical work, reducing the content of the biology curriculum, using various study techniques, teaching biology through connecting the topics with daily life, making biology learning interesting, and increasing the number of biology questions in the university entrance examination. The findings were discussed in relation to the relevant literature.
This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students' attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inherent to their measurement, what is known about students' attitudes towards science and the many factors of influence such as gender, teachers, curricula, cultural and other variables. The literature itself points to the crucial importance of gender and the quality of teaching. Given the importance of the latter we argue that there is a greater need for research to identify those aspects of science teaching that make school science engaging for pupils. In particular, a growing body of research on motivation offers important pointers to the kind of classroom environment and activities that might raise pupils' interest in studying school science and a focus for future research.
There is now a large body of research which examines students’ misconceptions in a variety of science subject areas. A problem exists, however, in applying the findings of this research to the classroom. One means of improving the application of misconceptions research is by the use of diagnostic tests which incorporate the findings of this research. A methodology for developing these diagnostic tests and the use of two such tests ‐‐ in chemistry (covalent bonding and structure) and in biology (photosynthesis and respiration in plants)‐are described. Analysis of the results of the tests given to class groups illustrate the ease of identification of misconceptions which can be subsequently addressed by the teacher.
It is widely believed that practical work is an essential part of chemistry education. However, in most countries there is no provision for such personal experiences, and even at universities, provision is limited. This problem has been recognized for many years by both UNESCO and IUPAC-CTC (Committee on Teaching of Chemistry), and a number of initia- tives were taken to address it. The microchemistry program started four years ago aims to address the problem through promoting a small-scale, low-cost approach. This is done by means of introductory workshops for chemistry educators in different countries. The concept has been received enthusiastically in nearly 40 countries now, and pilot projects have been initiated in several of these. A revolution in chemistry education has begun. Practical work is an integral part of science education. Ask any science educator, and you can be almost certain he or she will agree. The implication that prac- tical activity is, therefore, a frequent component of science teaching is usually left an unspoken assump- tion. The following quotes surely reflect a universal opinion and expectation:
This paper reports on the results of a case study of two Physics classes using an interactive multimedia computer program. The program used digital video clips to encourage student discussion about their own ideas and to elicit their preconceptions prior to instruction in physics in Year 10 and 11. The video clips showed difficult, expensive, time consuming or dangerous demonstrations of real, observable events, primarily focussing on projectile motion. A predict-observe-explain (POE) format supported the students' interactions with the program. In this computer learning environment, students worked in pairs and were required to type full sentence responses that were recorded by the computer for later analysis by the researchers and teachers. In addition, the students were required to make pencil and paper drawings during some tasks. Other data sources for this study included interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper reports on the findings from the study with a focus on the student conversations whilst using the program. The findings have implications for the effective use of multimedia to enhance meaningful learning in physics classrooms.
The study examines the interests and attitudes of school students toward biology: through their interest in out-of-school activities and their attitude towards lessons as measured by interest, importance and difficulty. Biology lessons were relatively popular with the greatest preference found among students learning zoology. Girls showed significantly greater interest in biology than boys. This difference was highest among grade five (age 10–11) students when learning botany. Girls assessed biology as more important and less difficult than boys. Biology-related hobbies, films and books received greater attention (10-21%) than other activities and were significantly related. However, fifth grade students (both boys and girls) exhibited difficulties in learning botany and interest in biology decreased with age.
The purpose of this study was primarily to explore the effects of constructivist-oriented instruction on fifth graders' cognitive structures about biological reproduction. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 eleven year olds in Taiwan, who were assigned to either a constructivist-oriented instruction group or a traditional teaching group. The research treatment was conducted for three weeks, and the interview data were gathered a week later after the instruction about biological reproduction. The interview narratives were transcribed into ‘flow maps’. The information processing modes shown in the flow maps were also investigated through a series of content analysis. The results of this study revealed that students in the constructivist-oriented instruction group, in general, attained better learning outcomes about biological reproduction after instruction, both in terms of the extent of concepts and in the richness within their cognitive structures. Furthermore, the students in this group were probably better organised and stored their ideas in a higher-level mode of information processing, especially in the mode of ‘inferring or explaining’. However, high achievers and low achievers in the constructivist-oriented instruction attained better usage of information processing modes in somewhat different ways; only high achievers in the constructivist-oriented instruction group attained significantly better usage of high-order information processing modes.
In this study, prospective science teachers' misconceptions about the seasons and the phases of the Moon were determined, and then the effects of 3D computer modelling on their conceptual changes were investigated. The topics were covered in two classes with a total of 76 students using a predict–observe–explain strategy supported by 3D computer modelling. The results of the study suggest that, prior to teaching, the subjects had misconceptions regarding both phenomena, and that the teaching was quite effective regarding conceptual change.
This study focuses on the ability of high-school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry-type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry-laboratory group (experimental group) and a traditional laboratory-type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791–806, 2005
The laboratory has been given a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities. Twenty years have been elapsed since we published a frequently cited, critical review of the research on the school science laboratory (Hofstein & Lunetta, Rev. Educ. Res.52(2), 201–217, 1982). Twenty years later, we are living in an era of dramatic new technology resources and new standards in science education in which learning by inquiry has been given renewed central status. Methodologies for research and assessment that have developed in the last 20 years can help researchers seeking to understand how science laboratory resources are used, how students' work in the laboratory is assessed, and how science laboratory activities can be used by teachers to enhance intended learning outcomes. In that context, we take another look at the school laboratory in the light of contemporary practices and scholarship. This analysis examines scholarship that has emerged in the past 20 years in the context of earlier scholarship, contemporary goals for science learning, current models of how students construct knowledge, and information about how teachers and students engage in science laboratory activities. © 2003 Wiley Periodicals, Inc. Sci Ed88:28–54, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/.sce10106
This paper discusses student and teacher perceptions of a new development in the use of the predict–observe–explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms.
An inquiry-type laboratory has been implemented into the chemistry curriculum in high schools in Israel. In this study, we
investigated the idea that generally the science laboratory provides a unique learning environment that differs from the learning
environment that exists in classrooms in which other instructional techniques are used. Moreover, the inquiry laboratory provides
students with a learning situation in which they are involved in activities that might influence some of the variables that
are influencing the learning environment of such laboratories. In this study, the Science Laboratory Environment Inventory
(SLEI) was used to assess the students' perceptions of their chemistry laboratory learning environment. Statistical comparison
of two groups (control and inquiry) revealed significant differences between the groups regarding their actual perceptions.
Moreover, it was found that the differences between the actual and preferred laboratory learning environment were significantly
smaller for the inquiry group than for the control group.
This paper describes the fruitful interaction between educational research on constructivism and the development and use of a multimedia computer program. The software uses interactive digital video clips to present sixteen real world demonstrations to Physics students. It is designed to be used by pairs of students to elicit their pre-instructional conceptions of Force and Motion and encourage discussion about these views. A predict-observe-explain (POE) strategy is used to structure the learners' engagement with the video clips. The choice and sequence of the video clips, as well as the multiple choice options available to students in the prediction phase of each task was informed by misconception research in physics education. All multiple choice selections and written responses made by users are recorded automatically in a text file on the computer hard drive.
The dramatic increase in the prevalence of hybrid and online learning environments, in part due to the growth in blended learning pedagogies and more recently the impact of the COVID-19 pandemic, has intensified the focus on developing instructional strategies that support student learning in self-directed online environments. One particular education research context is in the design of online environments that can support guided inquiry-based learning in the absence of the teacher. Specifically, how embedded pedagogy facilitates students' interactions with the online learning content and influences their engagement and approaches to learning. This study investigates the nature of student interactions with learning content in an online, guided inquiry-based, self-directed learning environment to explore their approaches to learning. Students interacted with scaffolded guided-inquiry online modules designed through application of a predict-observe-explain-evaluate framework. Quantitative data (engagement measures) were collected through digital artifacts and qualitative data (student reflections and activity) through interviews and student written responses. A diversity in learning approaches was observed as a result of individual learners' differences in their prior online experiences and existing chemistry knowledge. Learners’ individual differences also influenced student engagement in terms of persistence, systematic investigation and understanding of the science concepts. Findings from this study contribute to understanding the nature and diversity in student interactions that inform the instructional design of self-directed online environments.
Technology is ubiquitous in the modern world; to harness its educational potential in the quest to introduce environments that are flexible and differentiate for individual student learning needs, the strategic use of the complex array of tools is required. Engagement with this challenge has the potential to lead to the provision of interfaces that allow students to access these resources and become independent learners. It is therefore important to identify and evaluate the features of such interfaces to calibrate and respond to individual student needs. In this context, the quality of differentiated support for learning, referred to as scaffolding, is established as paramount to the design and structure of online environments. In this study, the instructional design referred to as predict, observe, explain and evaluate (POEE), informed by constructivist theories of learning, to implement multiple scaffolding strategies is described. The POEE scaffolding strategy was applied in the creation of two inquiry learning modules. Student engagement with these inquiry modules in a self-directed online environment was explored to identify critical elements of the scaffolding. The findings of this study, based on students' interactions and engagement with the learning modules, enabled the conceptualisation of a multimodal scaffolding strategy for self-directed inquiry. We propose that the recommendations from the implementation of these scaffolded learning modules can represent exemplars illustrative of an enriched instructional design paradigm to support students’ independent study in blended environments.
Plant Physiology and Development firstly introduces the topic by looking at plant and cell architecture and genome structure and gene expression. The second group of chapters in this book contains detail about the transport and translocation of water and solutes. The third section covers biochemistry and metabolism with chapters about photosynthesis, the respiration system and lipid metabolism, and stomatal biology. The book then looks at growth and development and includes chapters on cell walls, signals, embryogenesis, pollination, plant senescence, cell death, and abiotic stress.
This study was conducted to investigate the effects of laboratory activities based on predict-observe-explain tasks related to the subjects of “Mixtures, Physical and Chemical Changes, Acids and Bases” on pre-service elementary teachers’ understanding and attitude toward chemistry lesson and chemistry laboratory. For this purpose, the pre-service elementary teachers were randomly assigned to experimental (N=26) and control (N=30) groups. The experimental group was instructed using laboratory activities based on predict-observe-explain task and the control group was taught using traditional cook-book design laboratory activities during ten weeks. For the data collection, a two-tier concept test, attitude toward chemistry lesson scale and attitude toward chemistry laboratory scale were applied before and after the instructions. The results indicated that the pre-service elementary teachers who were trained using laboratory activities based on predict-observe-explain task had significantly higher scores in terms of achievement and attitude toward chemistry lesson and laboratory than those taught by the traditional approach. It was also found that instruction for laboratory activities based on predict-observe-explain task was more successful in remediation of the predetermined alternative conceptions.
ZET: Yapılan kaynak taramaları somıcu lise.tiğrencileri-nın oksiJenli ve oksijensiz solunum konusunda kavram ya-nılgılarının olduğu belirlenmiştir [5] [6] [7] [8]. Bu kavram yanılgılarının öğrencilerde varlığını belirlemek için bir teş-his testi geliştirilmiştir. Geliştirilen test 67 9. ve 56 10. sı-nıf öğrencisine uygulanmıştır. Öğrencilerden alınan yanıt-lar doğrultusunda madde analizi, faktör analizi ve güveni-lirlik analizi yapılarak testin geçerliliği ve güvenilirliği be-lirlenmiştir. Oluşturulan belirtke tablosu (tabIe of specifi-cation) ve öğrencilerin kişisel bilgileri ile test sonunda elde ettıklerı başarı arasındaki ilişkilere bakılarak testin geçerli-liği desteklenmiştir. Son olarak öğrencilerin sorulara ver-dikleri yanıtlara dayalı olarak öğrencilerde sıklıkla görülen kavram yanılgıları, çeldiricileri seçen öğrenci yüzdelerine bakılarak incelenmiştir. ANAHTAR SÖZCÜKLER: Kavram yanıLgıLarı,tanı testi, oksi/enli ve oksijensizsoLunum ABSTRACT: Review of literature conceming aerobic and anaerobic respiration has shown that high school stu-dents have many misconceptions about these concepts. In order to detect students' misconceptions, a diagnostic test was developed. The test was administered to 67 ninth gra-de and 56 tenth grade students. Validity and reliability of the test was investigated by item analysis, factor analysis and table of specification. Moreover, validity of the test was supported by examining the relationship between stu-dents' personnel information and achievement received from the test. Lastly, misconceptions were determined by ca!culating the percentages of the students choosing the al-tematives of the test.
Teachers' failure to utilise MBL activities more widely may be due to not recognising their capacity to transform the nature of laboratory activities to be more consistent with contemporary constructivist theories of learning. This research aimed to increase understanding of how MBL activities specifically designed to be consistent with a constructivist theory of learning support or constrain student construction of understanding. The first author conducted the research with his Year 11 physics class of 29 students. Dyads completed nine tasks relating to kinematics using a Predict-Observe-Explain format. Data sources included video and audio recordings of students and teacher during four 70-minute sessions, students' display graphs and written notes, semi-structured student interviews, and the teacher's journal. The study identifies the actors and describes the patterns of interactions in the MBL. Analysis of students' discourse and actions identified many instances where students' initial understanding of kinematics were mediated in multiple ways. Students invented numerous techniques for manipulating data in the service of their emerging understanding. The findings are presented as eight assertions. Recommendations are made for developing pedagogical strategies incorporating MBL activities which will likely catalyse student construction of understanding.
In this study, a close-ended questionnaire examining all aspects of photosynthesis simultaneously has been developed and administered to 290 Greek pupils aged 13. It contains complementary or logically related items that permitted us to assess the understanding of each aspect by carrying out cross-analysis. The main findings are: that pupils are not able to conceive photosynthesis as a chemical reaction and they do not appreciate the role of chlorophyll, that pupils' misunderstanding of the energy concept concerns the form of energy required as well as the notion of harnessing the sun's energy, that some pupils hold the misconception that plants receive all their nutrients from the environment, and that pupils confuse photosynthesis with respiration and also believe that respiration occurs when there is no photosynthesis. This questionnaire could be used by teachers for the assessment of their pupils' understanding of each individual aspect of photosynthesis and of the simultaneous understanding of more than one aspect.
Secondary students' understandings of acids, bases, and pH which emerged in semi-structured interviews conducted as part of a larger study of the effects of three levels of instrumentation on students' understandings of acids, bases, and pH. Keywords (Audience): High School / Introductory Chemistry
Through a review of the literature, this paper asserts that four distinct styles of laboratory instruction have been utilized throughout the history of chemistry education: expository (traditional), inquiry, discovery, and problem-based. Although these instructional styles share many commonalities and oftentimes their labels are used interchangeably, each style is unique and can be distinguished from the others by a set of three descriptors: outcome, approach, and procedure. Keywords (Audience): High School / Introductory Chemistry
Students and academics agree that there is a need to make learning and teaching in the bioscience laboratory more challenging and engaging. During recent years there have been many published accounts of novel laboratory exercises designed to enthuse and stimulate students through active learning. The purpose of this review is to raise awareness of these innovative methods that exploit computer-based approaches, encourage enquiry-based learning and may even involve students in cutting edge research during scheduled undergraduate laboratory classes.
The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure. Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning (Ausubel, The psychology of meaningful verbal learning, New York: Grune and Stratton, 1963; Educational psychology: A cognitive view, New York: Holt, Rinehart and Winston, 1968; The acquisition and retention of knowledge, Dordrecht: Kluwer, 2000). Gowin's Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge (Gowin, Educating, Ithaca, NY: Cornell University Press, 1981). “Situated learning” occurs when learning is by rote or at a lower level of meaningful learning. Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures. When these knowledge structures are limited or faulty in some way, they may be referred to as Limited or Inappropriate Propositional Hierarchies (LIPH's). Conceptual change, or more accurately conceptual reconstrution, requires meaningful learning to modify LIPH's. Collaborative group learning facilitates meaningful learning and new knowledge construction. World-wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production. These changes require changes in school and university education that centers on the nature and power of meaningful learning. New computer tools are available to facilitate teaching activities targeted at modifying LIPH's, and aiding meaningful learning in general. © 2002 Wiley Periodicals, Inc. Sci Ed86:548–571, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10032
The POE (Predict-Observe-Explain) is a technique for identifying students' knowledge and understanding of science concepts.
It has mainly been used for physical science topics at secondary and tertiary levels. In the present study, 60 preservice
teachers each implemented and evaluated POEs with groups of primary children. The children were studying a range of topics
from the NSW Science and Technology K-6 Syllabus and represented a range of year levels. The evaluations were generally positive.
The children responded to the technique enthusiastically and the teachers were able to identify both their understandings
and their process skills development. The main problems were the difficulty of inventing suitable POEs in some topics, especially
topics on communication, and problems caused by the use of oral rather than written responses. The study concluded that it
is a suitable technique for primary science.
Laboratory work is seen as an integral part of most science courses; however, a significant proportion of laboratory activities
remain highly prescriptive and fail to challenge many secondary science students. This study of senior high school biology,
chemistry and physics laboratory environments drew data from student responses to theScience Laboratory Environment Inventory (SLEI) and a curriculum analysis of the implemented laboratory tasks. The study involved 387 biology, chemistry and physics
students in 20 classes in Tasmania, Australia. The curriculum analysis was based on Lunetta and Tamir’sLaboratory Structure and Task Analysis Inventory and theLaboratory Task Analysis. The study found that the SLEI did differentiate between the three subject areas and that theLaboratory Structure and Task Analysis Inventory confirmed the more open-ended nature of the school physics in vestigations evident from students’ responses to the SLEI.
This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science.
Effects of Biology-infused Demonstrations on Achievement and Attitudes in Junior College Physics
- C Chew
School Teacher Candidates Attitudes Towards Constructivist Approach, Towards Biology Lessons and Achievement in Some Biology Subjects
- A Kabaca
Fen Bilgisi Öğretmen Adaylarında Fotosentez ve Bitkilerde Solunum Konularında Görülen Kavram Yanılgılarının Giderilmesinde Kavram Haritalarıyla Verilen Kavram Değişim Metinlerinin Etkisi.“ Yayımlanmamış Doktora Tezi KTÜ Trabzon
- S Köse
Biyoloji Dersinde 5E Öğrenme Modeli ve İşbirlikli Öğrenme YöntemiKullanımının Biyoloji Dersi Başarısına ve Tutumuna Etkisinin Araştırılması
- M Aktaş
Fen Bilgisi Öğretmen Adaylarının Fizik Kimya ve Biyoloji Branşlarına Karşı Tutumlarının 520 İncelenmesi.“ Yüksek Lisans Tezi Van: Van Centenary Education Faculty
- H Bakırcı
Tahmin Et-Gözle-Açıkla Yöntemine Dayalı Laboratuar Uygulamalarının Öğretmen Adaylarının Kavramsal Başarılarına, Bilimsel Süreç Becerilerine, Tutumlarına ve Bilimin Doğası Hakkındaki Görüşlerine Etkisi
- K Bilen
- Fıtriani A.
Bitkilerde Fotosentez ve Solunum Kavramlarının Öğretiminde TGA (Tahmin Et-Gözle-Açıkla) Stratejisinin Kullanımı
- K Bilen
- M Aydoğdu
- Bilen K.