Learning effectiveness of energy education in junior high schools: Implementation of action research and the predict–observe–explain model to STEM course

Abstract

This study designed an interdisciplinary energy education course that enables students to learn about wind power topics by following the predict–observe–explain (POE) model. Two rounds of action research involving eighth-grade students from a junior high school in Taiwan were conducted. The objective of this study was to determine the effectiveness of the inquiry-based model in an interdisciplinary energy education course and provide the observations as a reference for implementing fundamental education in energy-related domains. Pretest and posttest questionnaire responses were analyzed using the paired-sample t-test, and we discovered that (1) the POE inquiry–based model promoted independent and deep thinking and facilitated the acquisition of interdisciplinary energy knowledge; (2) the POE inquiry–based process boosted the students’ self-confidence, gave them a sense of achievement, and prolonged their learning interest; and (3) the provision of simple steps and guidelines enabled the students to develop inquiry plans independently through practice and teamwork and without being limited by the scope of a given academic discipline. We also discovered that, through practice, the students could produce excellent detailed records within a limited time frame, even including students who were inattentive in class.