The Effect of Prediction-Observation-Explanation (POE) Method on Learning of Image Formation by a Plane Mirror and Pre-service Teachers’ Opinions

Abstract

In this research, we examined the effect of the prediction-observation-explanation (POE) method on learning of image formation by a plane mirror and pre-service teachers’ opinions. Twenty pre-service science teachers studying at first grade in the Department of Science Education in Turkey participated in the research. We used a one group pretest–posttest design. In the teaching process, carried out in accordance with the POE method, the pre-service teachers made their own plane mirror by using glass and mirror-effect spray paint, and then analyzed the image of a cube by using these mirrors. We analyzed the data by using the SPSS software and content analysis. As a result of the research, we found that the POE method is effective in the learning of image formation by a plane mirror. Thirteen (65%) pre-service teachers expressed only positive opinions about making a plane mirror by using glass and mirror-effect spray paint; seven (35%) pre-service teachers expressed both positive and negative opinions. The entertaining production process (learning by practicing that mirrors can be made from glass) and gaining experience (like preparing material, learning, and implementing safety rules) were the most common positive opinions, although the irritating smell of the spray paint was the most common negative opinion. Seventeen (85%) pre-service teachers expressed positive opinions and three (15%) pre-service teachers expressed both positive and negative opinions on the organized activity in accordance with the POE method. In consideration of the obtained positive and negative opinions, we found teachers could do such activities to provide a better learning environment.

Implementasi Model Pembelajaran Predict-Observe-Explain Berbasis Masalah Terhadap Keterampilan Proses Sains dan Pemahaman Konsep pada Topik Pencemaran Lingkungan

“…Pertama, Pembelajaran POE berbasis masalah merupakan serangkaian aktivitas pembelajaran, artinya dalam implementasi POE berbasis masalah ada sejumlah tahap yang harus dilakukan peserta didik. Tahapan tersebut yaitu prediction, observation, dan explanation (Harman & Yenikalayci, 2022;Fitriani dkk., 2020;Karamustafaoglu & Mamlok-Naaman, 2015;Suparno, 2007). Prediction yaitu peserta didik memprediksi/membuat dugaan terhadap suatu permasalahan berkaitan dengan gejala/fenomena di lingkungan/alam.…”