Teaching through Cooperative POE Tasks: A Path to Conceptual Change

Çinici, Ayhan; Demir, Yavuz

doi:10.1080/00098655.2012.712557

Cited by 22 publications

(18 citation statements)

References 21 publications

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“…Therefore, lecturers should do their best to teach the concept by minimizing errors and distortions. In other words, concepts are always correct (Ibrahim, 2012, p.18).The results of this study are consistent with previous researches that POE strategies can improve mastery of students' concepts (Cos¸tu, Ayas & Niaz, 2012;Cinici & Demir, 2013;Kibirige, Osodo & Tlala, 2014). This strategy is perceived as good for increasing students' understanding (Liew & Treagust, 2004;Adebayo & Olufunke, 2015;Teo, Yan & Goh, 2016;Sreerekha, Arun & Swapna, 2016) and can correct the misconceptions of prospective teachers and teachers (Ipek et al, 2010).…”

Section: Discussionsupporting

confidence: 87%

“…POE stands for Predict, Observe, and Explain. POE was first developed by White and Gunstone (1992) (Mancuso, 2010, p. 4;Cinici & Demir, 2013). POE is a "strategy" that actively involves students in demonstrations by predicting what will happen before the experiment, observing, and finally trying to explain it, verbally and or in writing (Mancuso, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…There has been prior research on the comprehension of the concepts of science in primary schools (See Jaelani, 2015) and the prospective teachers' comprehension on the concept of states of matter and their changes (See Banawi et al, 2017). In addition, there are several articles related to the use of Predict-Observe-Explain (POE) strategies in learning (See Liew &Treagust, 2004;Joyce, 2006;Keles & Demirel, 2010;Ipek et al, 2010;Cos¸tu et al, 2012;Cinici & Demir, 2013;Gernale et al, 2015;Hilario, 2015). However, the use of the POE strategy for the purpose of improving the mastery of the topic "States of Matter and Their Changes" has never been mentioned, especially investigations on the use of POE strategies on the prospective primary school teachers' comprehension on the topic, including an analysis of the overall pattern of change at the macroscopic, submicroscopic, and symbolic levels, and the direction of its effectiveness.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Prospective Primary School Teachers’ Conception Change on States of Matter and Their Changes through Predict-Observe-Explain Strategy

Banawi¹,

Sopandi²,

Kadarohman³

et al. 2019

INT J INSTRUCTION

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This preliminary study aims at developing a program to improve teacher candidate students' conceptions on the topic of states of matter and their changes by using Predict-Observe-Explain (POE) strategy. This study employs pre-experimental method. The subjects involved were third-semester students of a primary school teacher education study program (Pendidikan Guru Sekolah Dasar -PGSD) in a university in West Java, Academic Year 2017/2018. The research instrument was a five-tiered diagnostic test in the form of multiple-choice. The instrument had gone through expert and empirical validation processes, which were provided before and after the implementation of the POE strategy. The data obtained were analyzed through descriptive and inferential statistics (t-test). The results showed that the use of POE strategy was able to improve the students' comprehension on the concept of states of matter and their changes either at macroscopic level (N-gain 0.32, p=0.00), submicroscopic level (verbal N-gain 0.44; p=0.00, and visual Ngain 0.49; p=0.00), or symbolic level (N-gain 0.41; p= 0.00). The acquired N-gain indicated the need for further research to improve the course program of states of matter and their changes using the POE strategy to obtain higher N-gain that indicates the need for improvement of the program, including the processes and aids of the course.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Prospective Primary School Teachers’ Conception Change on States of Matter and Their Changes through Predict-Observe-Explain Strategy

Banawi¹,

Sopandi²,

Kadarohman³

et al. 2019

INT J INSTRUCTION

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“…Bu sonucu destekler nitelikte alan yazında da TGA yöntemi ile gerçekleştirilen uygulamaya dayalı araştırmalarda TGA'nın öğrenme (Ayvacı, 2013;Rakkapao vd., 2014), kalıcı öğrenme (Bilen ve Köse, 2012;Güngör ve Özkan, 2017a;Güngör ve Özkan, 2017c;Tokur, 2011); deneyleri daha iyi anlama ve kavrama (Güngör ve Özkan, 2017a) üzerinde etkili olduğu saptanmıştır. Ayrıca enzimler (Bilen, Özel ve Köse, 2016), difüzyon ve ozmoz (Cinici ve Demir, 2013), karışımlar, fiziksel ve kimyasal değişim, asitler ve bazlar (Acar-Şeşen ve Mutlu, 2016), asitler ve bazlar (Kala, Yaman ve Ayas, 2013), maddenin tanecikli yapısı (Cengiz, 2018), çözünürlük ve çözünme (İpek vd., 2010), molekül kütlesi tayini (Tekin, 2008), elektrokimya (Karamustafaoğlu ve Mamlok-Naaman, 2015), ısı ve sıcaklık (Anarky, Syuhendrı ve Akhsan, 2016), momentum ve çarpışma (Srithanee, Puwanich ve Ruangsuwan, 2015), elektrik devreleri (Borg-Marks, 2013) kavramlarını anlama üzerinde TGA'nın etkili olduğu ortaya koyulmuştur. Fizik öğretmenleri de TGA'nın manyetizma konusunda mıknatıs, alternatif akım, elektromanyetik indüklenme, manyetik alan gibi kavramların ve kavramlar arası ilişkilerin daha iyi anlaşılmasını sağlayacağını belirtmişlerdir (Tereci, Karamustafaoğlu ve Sontay, 2018).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Tahmi̇n-Gözlem-Açiklama (Tga) Yöntemi̇ İle Bozuk Elektri̇kli̇ Araç-Gereçleri̇n İç Yapisinin İncelenmesi̇ne Yöneli̇k Fen Bi̇lgi̇si̇ Öğretmen Adaylarinin Görüşleri̇

Harman

YENİKALAYCI

2022

Milli Eğitim Dergisi

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Araştırmada Tahmin-Gözlem-Açıklama (TGA) yöntemi ile bozuk elektrikli araç-gereçlerin iç yapısının incelenmesine yönelik fen bilgisi öğretmen adaylarının görüşleri alınmıştır. Durum çalışması deseni ile yürütülen araştırmaya, birinci sınıfta öğrenim gören 42 fen bilgisi öğretmen adayı katılmıştır. Uygulama sürecinde öğretmen adayları televizyon kumandası, saç kurutma makinesi, su ısıtıcısı, fener, şarj aleti, ütü, blender, kahve makinesi ve radyo olmak üzere bu bozuk elektrikli araç-gereçleri laboratuvarda bireysel olarak incelemişlerdir. Veriler tahmin, gözlem ve açıklama olmak üzere üç bölümden oluşan etkinlik formu ve iki açık uçlu sorudan oluşan görüş formu ile toplanmıştır. Görüş formunda, öğretmen adaylarından etkinlik sürecinde takip edilen TGA yönteminin eğitim-öğretimde kullanılmasına yönelik görüşlerini yazılı olarak ifade etmeleri istenmiştir. Toplanan veriler içerik analizi ile çözümlenmiştir. Araştırma sonucunda, 37 (%88,1) öğretmen adayının tahmini ile gözleminin uyumlu olmakla birlikte tahminlerinde eksikler olduğu; diğer yandan beş (%11,9) öğretmen adayının ise tahmini ile gözleminin uyumlu olmadığı saptanmıştır. Öğretmen adaylarının tamamı TGA yönteminin avantajlı olduğunu, sekiz (%19) öğretmen adayı ise avantajlarının yanı sıra dezavantajlarının da olduğunu belirtmiştir. Bilimsel süreç becerileri, bilişsel ve psikomotor becerilerin gelişimi için bu tür etkinliklerin yapılması önerilmektedir.

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“…One strategy that can be tried is the Predict-Observe-Explain (POE) strategy. This strategy is known to improve students' mastery of concepts on certain topics (Cos et al, 2021; Cinici & Demir, 2013;Kibirige, Osodo & Tlala, 2014). This strategy is also seen to increase student understanding (Liew & Treagust, 2004 (Ipek et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Using Predict-Observe-Explain Strategy Assisted by Conceptual Change Text towards the Conceptual Mastery of Prospective Primary School Teachers on the Matter and its Changes

Banawi

Sulaeman²,

Sopandi

et al. 2021

TSSJ

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This research aims at determining the differences in the increase of conceptual mastery of the matter and its changes between students who study with the Predict-Observe-Explain Strategy assisted by Conceptual Change Text (POE-ACCT) and students who study with the Expository Strategy. This study involved 63 students who were divided into 2 groups, a control group (33 students) and an experiment (30 students). The research instrument is in the form of a five-tier diagnostic test. The instrument has gone through an expert and empirical validation process. The data obtained were analyzed with descriptive and inferential statistics. The results showed a significant increase in the conceptual mastery of the experimental group (N-gain = 0.26) and in the control group (N-gain = 0.06), which were significant (p < .05). The POE-ACCT strategy was found more beneficial compared to the Expository Strategy in increasing the conceptual mastery of the prospective elementary school teachers. Although the POE-ACCT strategy provided an increase in the conceptual mastery, an increase of 0.26 was categorized in a low category and this indicated the need for improvement of the strategy.

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Teaching through Cooperative POE Tasks: A Path to Conceptual Change

Cited by 22 publications

References 21 publications

Prospective Primary School Teachers’ Conception Change on States of Matter and Their Changes through Predict-Observe-Explain Strategy

Prospective Primary School Teachers’ Conception Change on States of Matter and Their Changes through Predict-Observe-Explain Strategy

Tahmi̇n-Gözlem-Açiklama (Tga) Yöntemi̇ İle Bozuk Elektri̇kli̇ Araç-Gereçleri̇n İç Yapisinin İncelenmesi̇ne Yöneli̇k Fen Bi̇lgi̇si̇ Öğretmen Adaylarinin Görüşleri̇

The Effects of Using Predict-Observe-Explain Strategy Assisted by Conceptual Change Text towards the Conceptual Mastery of Prospective Primary School Teachers on the Matter and its Changes

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