Predict-Observe-Explain Tasks in Chemistry Laboratory: Pre-Service Elementary Teachers’ Understanding and Attitudes

Abstract

This study was conducted to investigate the effects of laboratory activities based on predictobserve-explain tasks related to the subjects of "Mixtures, Physical and Chemical Changes, Acids and Bases" on pre-service elementary teachers' understanding and attitude toward chemistry lesson and chemistry laboratory. For this purpose, the pre-service elementary teachers were randomly assigned to experimental (N=26) and control (N=30) groups. The experimental group was instructed using laboratory activities based on predict-observe-explain task and the control group was taught using traditional cook-book design laboratory activities during ten weeks. For the data collection, a two-tier concept test, attitude toward chemistry lesson scale and attitude toward chemistry laboratory scale were applied before and after the instructions. The results indicated that the pre-service elementary teachers who were trained using laboratory activities based on predictobserve-explain task had significantly higher scores in terms of achievement and attitude toward chemistry lesson and laboratory than those taught by the traditional approach. It was also found that instruction for laboratory activities based on predict-observe-explain task was more successful in remediation of the predetermined alternative conceptions. Sakarya University Journal of Education 185çekleştirilirken, kontrol grubu geleneksel yaklaşıma dayalı yürütülmüştür. Veri toplama aracı olarak iki aşamalı kavram testi, kimya dersine karşı tutum ölçeği ve kimya laboratuvarına karşı tutum ölçeği kullanılmıştır. Sonuçlar tahmin gözlem açıklamaya dayalı laboratuvar etkinlikleri yapan sı-nıf öğretmeni adaylarının geleneksel yaklaşıma dayalı etkinlikler gerçekleştirenlere kıyasla başarı, kimya dersine ve kimya laboratuvarına karşı tutum açısında istatistiksel olarak anlamlı düzeyde daha yüksek puana sahip olduklarını göstermiştir. Ayrıca tahmin gözlem açıklamaya dayalı laboratuvar etkinliklerinin çalışmanın öncesinde belirlenen alternative kavramları gidermede oldukça başarılı olduğu bulunmuştur.Anahtar Kelimeler: Asitler ve bazlar, fiziksel ve kimyasal değişim, kavramsal anlama, karışımlar, kimya dersine ve kimya laboratuvarına karşı tutum ölçeği, tahmin-gözlem-açıklama.

Tahmin Et-Gözle-Açıkla Stratejisinin Öğrencilerin Akademik Başarıları, Bilimsel Süreç Becerileri ve Bilime Yönelik Tutumları Üzerindeki Etkileri

“…Duration and concept/unit selection were also the limitations of the current study. Despite the findings of these studies, there exist other studies that revealed positive effects of POE on students' attitudes towards science (Acar Şeşen & Mutlu, 2016;Erdem Özcan, 2019). In those studies, the implementation lasted about eight to ten weeks, which may be considered as a reason for the improvement in students' attitudes.…”

PBLPOE: A Learning Model to Enhance Students’ Critical Thinking Skills and Scientific Attitudes

“…POE is constructivism-based learning that helps build students' cognitive structures. POE engages students in developing ideas through "predicting" activities, exploring the sources of knowledge through investigation, reflecting ideas, and conducting meaningful discussions through "explain" actions (Şeşen & Mutlu, 2016).…”

“…In POE, students are encouraged to discuss arguments, increase the level of student information, and concept understanding. POE is useful in developing students' ideas and skills (Şeşen & Mutlu, 2016). POE accommodates meaningful learning that can build students' scientific attitudes as well as motivation (Bilen et al, 2016).…”

Practicality and Effectiveness of Learning Tools with Predict-Observe-Explain Assisted Conceptual Change Text to Minimize Students’ Misconceptions

“…One of the obstacles faced came from the teachers in elementary schools. Many teachers have misconceptions about a subject matter, one of which is the basic concept of natural science Many factors can be a source of misconceptions for prospective teacher students, including (1) prior knowledge, (2) daily life experiences, (3) language, culture, teacher, textbooks, and (4) learning (Cetin et al, 2015). That is, a teacher and the learning process carried out can also cause misconceptions among students.…”

“…In addition, another study suggests that the POE strategy can also correct the misconceptions of prospective teachers and teachers (Afacan & Gürel, 2019). Laboratory activities based on Predict Observe Explain (POE) are also considered to improve and improve the understanding and attitudes of prospective teachers compared to traditional learning (Acarsesen & Mutlu, 2016;Gernale et al, 2015;Hilario, 2015).…”