Exploring the nature of scientific explanations: An interactive predict-observe-explain model-based intervention for pre-service science teachers

Abstract

This study explored the nature of scientific explanations of pre-service science teachers’ using an interactive teaching and learning approach while applying the predict-observe-explain (POE) model as intervention. It adopted an action research approach and quasi-experimental design on purposively sampled intact group of 251 first year students of the Department of Integrated Science Education, University of Education, Winneba (UEW). Data collected with pre- and post-tests items were analyzed using descriptive statistics and the statistical package for social sciences version 25.0. Findings revealed that prior to the intervention; about 61.4% of the pre-service science teachers’ scientific explanations were mainly descriptive and every day in nature, thus, being informal and not reflecting use of formal language of science. However, after the implementation of the model-based strategy, their scientific explanations improved, with 86.9% being formal and causal in nature, inculcating experts’ language use. The study recommended the adoption of an interactive POE model-based strategy by science educators in training pre-service science teachers.