Abstract
Purpose: When the science lesson curriculum is examined, it is seen that the main purpose is to raise science literate individuals. In order to achieve this goal, constructivist approaches are needed instead of traditional teaching approaches. Predict Observe Explain (POE) is also one of the tools suitable for constructivism and includes a demonstration experiment and related prediction and observation steps.This study aims to investigate the effects of the Predict-Observe-Explain (POE) strategy on fourth grade students’ academic achievement, scientific process skills, and attitude towards scienceDesign & Methodology: In this semi-experimental research design, 17 students were in the control group and 15 were in the experimental group. For data collection, three different scales were used. The scales were administered to all participants at the beginning and at the end of the implementation. The experimental group was exposed to POE during their lessons for six weeks and the control group received regular instruction which is suggested by the Ministry of National Education. Findings: The results revealed that students in the experimental group had significantly higher scores than the students in the control group in terms of academic achievement and scientific process skills. However, no difference was observed in their attitude towards science. Implications & Suggestions: In subsequent studies, the effects of POE on different age groups can be analyzed.
Highlights
In education, different educational approaches have been adopted to achieve the educational goals (Hançer, 2009; Kalaycı, 2014)
The results revealed that students in the experimental group had significantly higher scores than the students in the control group in terms of academic achievement and scientific process skills
The results revealed significant increases in academic achievement scores and the scientific process skills in favor of the experimental group
Summary
Different educational approaches have been adopted to achieve the educational goals (Hançer, 2009; Kalaycı, 2014). In accordance with the nature of the constructivist approach, POE enables students to actively involve in their own learning processes (Köseoğlu, Tümay & Kavak, 2002; Tekin, 2008) and requires students to make predictions before an experiment, observe, and, explain what happened in the experiment based on their observations (Kearney & Treagust, 2001; Atasoy, 2004). This enables students to take their own responsibilities and uncover their misconceptions and contradictions (Mısır, 2009; Tokur, 2011). Using the previous knowledge and experiences to explain the new situations, measuring individuals’ competence during the application, and revealing misconceptions are considered as the advantages of POE (Tokur, 2011; Nurhuda, Lukito & Djalil, 2018)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
