Predict-Observe-Explain Tasks in Chemistry Laboratory: Pre-Service Elementary Teachers’ Understanding and Attitudes
This study was conducted to investigate the effects of laboratory activities based on predict-observe-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 predict-observe-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.
Abdullah, M., Mohamed, N., & Ismail, Z. H. (2009). The effect of an individualized laboratory ap-proach through microscale chemistry experimentation on students' understanding of chemistry concepts, motivation and attitudes. Chemistry Education Research and Practice, 10(1), 53-61.
Acar, B. (2008). An active learning application based on constructivism for the subject of acid and bases in high school chemistry lesson. PhD Dissertation, Dokuz Eylul University, Educational Science Institute.
Acar Sesen, B. (2013). Diagnosing pre-service science teachers' understanding of chemistry concepts by using computer-mediated predict–observe–explain tasks. Chemistry Education Research and Prac-tice, 14(3), 239-246.
Acar Sesen, B., & Tarhan, L. (2013). Inquiry-based laboratory activities in electrochemistry: High school students’ achievements and attitudes. Research in Science Education, 43(1), 413-435.
Akgun, O. E., & Deryakulu, D. (2007). The effects of refutational text and predict observe explain strat-egies on students’ levels of cognitive conflict and conceptual change. Ankara University Journal of Faculty of Educational Sciences, 40(1), 17-40.
Ayvaci, H. S., & Coruhlu, T. S. (2009). Effects of explanatory stories on elimination of students’ miscon-ceptions about physical and chemical change. Ondokuz Mayis University Journal of Education Facul-ty, 28, 93‐104.
Ben-Zvi, R., Hofstein, A., Samuel, D., & Kempa, R. F. (1976). The attitude of high school students to-wards the use of filmed experiments. Journal of Chemical Education, 53(9), 575.
Berberoglu, G., & Calikoglu, G. (1992). The construction of a Turkish computer attitude scale. Studies in Educational Evaluation, 24, 841–845.
Bilen, K. (2009). The effects of a laboratory instruction designed based on the predict observation explain strategy on pre-service teachers on conceptual achievement, science process skills, attitudes and views about the nature of science. Doctoral Dissertation, Gazi University.
Bilen, K., & Aydogdu, M. (2010). Using the predict-observe-explain (POE) strategy to teach of concetps photosynthesis and respiration in plants. Mustafa Kemal University Journal of Social Sciences Insti-tute, 7(14), 179-194.
Bilen, K., & Kose, S. (2012). An effective strategy based on constructivism: Predict-observe-explain (POE) growth and development in plant. Pamukkale Universitesi Egitim Fakultesi Dergisi, 31(1), 123-136.
Bradley J. D. (2001). UNESCO/IUPAC-CTC Global Program in Microchemistry, Pure and Applied Chem-istry, 73, 1215-1219.
Calik, M., & Ayas, A. (2005). A cross-age study on the understanding of chemical solutions and their components. International Education Journal, 6(1), 30-41.
Carlo, D. I., & Bodner, G. M. (2004). Students’ perceptions of academic dishonesty in the chemistry classroom laboratory. Journal of Research in Science Teaching, 41, 47–64.
Coppola, B. P., & Lawton, R. G. (1995). Who has the same substance that I have? A blue print for col-laborative learning activities. Journal of Chemical Education, 72(12), 1120-1122.
Costu, B., Ayas, A., & Niaz, M. (2010). Promoting conceptual change in first year students’ understand-ing of evaporation. Chemical Education Research and Practice, 11, 5-16.
Costu, B., Ayas, A., & Niaz, M. (2012). Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation. Instructional Science, 40(1), 47-67.
Costu, B., Unal, S., & Ayas, A. (2007). The use of daily-life events in science teaching. Ahi Evran Univer-sitesi Kirsehir Egitim Fakultesi Dergisi, 8(1), 197-207.
Freedman, M. P. (1997). Relationships among laboratory instruction, attitudes toward science and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343–357.
Green, S. B., & Salkind, N. J. 2005. Using SPSS for Windows and Macintosh: Analyzing and Understanding Data. New Jersey: Prentice Hall Press.
Hesse, J. J., & Anderson, C. W. (1992). Students' conceptions of chemical change. Journal of Research in Science Teaching, 29, 277-299.
Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201–217.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: foundations for the twenty-first century. Science Education, 88, 28-54.
Hofstein, A., & Mamlok-Naaman, R. (2011). High-school students’ attitudes toward and interest in learning chemistry. Educación química, 22, 90-102.
Hsu, L. R. (2004). Using the predict-observe-explain strategy to explore students’ alternative conceptions of combustibility. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Vancouver.
Johnstone, A. H., & Wham, A. J. B. (1982). The demands of practical work. Education in Chemistry, 71-73.
Jonassen, D. H. (1997). Instructional design model forwell-structured and ill structured problem-solving learning outcomes. Educational Technology: Research and Development, 45(1), 45-94.
Karamustafaoglu, S., Ayas, A., & Costu, B. (2002). Pre-service primary school teachers' misconceptions about solution and remedying these misconceptions by concept maps. Paper presented at Meeting of V. Na-tional Science and Mathematics Education, Ankara, Turkey.
Kearney, M. (2004). Classroom use of multimedia-supported predict–observe–explain tasks in a social constructivist learning environment. Research in Science Education, 34, 427–453.
Koballa, T. R. Jr. (1988). Attitude and related concepts in science education. Science Education, 72, 115– 126.
Koballa, T. R. Jr., Crawley, F. E., & Shrigley, R. L. (1990). A summary of science education-1988. Science Education, 74, 369–381.
Kose, S., Costu, B., & Keser O. F. (2003). Determination of students’ misconceptions in science: activi-ties through POE method. Pamukkale University Journal of Education Faculty, 13(1), 43–53.
Koseoglu, F., Tumay, H., & Kavak, N. (2002). An effective teaching method based on constructivism predict observe explain, can be water boiled with ice. Paper presented at Meeting of V. National Science and Mathematics Education, Ankara, Turkey.
Krause, S., & Tasooji, A. (2007). Diagnosing students' misconceptions on solubility and saturation for under-standing of phase diagrams. ASEE Annual Conference Proceedings.
Liew, C. W., & Treagust, D. F. (1998). The effectiveness of predict-observe-explain tasks in diagnosing students’ understanding of science and in identifying their levels of achievement. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Lindahl, B. (2003). Changing the subject to get more students to science and technology. Paper presented at the GAST 11 confer¬ence, Mauritius.
Milner, N., Ben-Zvi, R., & Hofstein, A. (1987). Variables that affect students’ enrollment in science courses. Research in Science and Technological Education, 5, 201-208.
Morgil, I., Yilmaz, A., Sen, O., & Yavuz, S. (2002). Students' misconceptions about acid-base and using differ-ent matters to identify misconceptions. Retrived from http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/PDF/Kimya/Bildiri/ t175DD.pdf 20.07.2011
Okebukola, P. A. (1986). Cooperative learning and students’ attitudes to laboratory work. School Sci-ence and Mathematics, 86, 582-590.
Ramsden, P. (1998). Managing the effective university. Higher Education Research & Development, 17(3), 347-370.
Roth, W. M. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31, 197–223.
Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88(4), 535–547.
Schmidt, H. (1991). A label as a hidden persuader: chemists’ neutralization concept. International Journal of Science Education, 13(4), 459-471
Searle, P., & Gunstone, R. (1990). Conceptual change and physics instruction: A longitudinal study. ERIC Document, ED 320767.
Sheppard, K. (2006). High school students’ understanding of titrations and related acid-base phenome-na. Chemistry Education Research and Practice, 7(1), 32-45.
Singer, S. R., Hilton, M. L., & Schweingruber, H. A. (Eds.) (2006). America's laboratory report: Investiga-tions in high school science. Washington, DC: National Research Council.
Tao, P., & Gunstone, R. (1997). The process of conceptual change in 'Force and Motion', ERIC Document, ED 407 259.
Tao, P., & Gunstone, R. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36(7), 859–882.
Tarhan, L. (2008). Development of a material supported with active learning methods based on constructivism to prevent formation and remediation of misconceptions in the subject of acids and bases in the level of high school and university. Project supported by The Scientific and Technological Research Council of Turkey (TUBİTAK) (Project number: TUB-105K058).
Thompson, J., & Soyibo, K. (2002). Effects of lecture, teacher demonstrations, discussion and Practical work on 10th graders' attitudes to chemistry and understanding of electrolysis. Research in Sci-ence & Technological Education, 20(1), 25-37.
Toplis, R. (1998). Ideas about acids and alkalis. School Science Review, 80(291), 67-70.
Treagust, D.F. (1988). Development and use of diagnostic tests to evaluate students misconceptions in science. International Journal of Science Education, 10(2), 159–169.
Tsaparlis, G. (2003). Basic chemical concepts. Chemistry Education Research and Practice, 4(1), 31-43.
Tsui, C. Y., & Treagust, D. 2010. Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two-Tier Diagnostic Instrument. International Journal of Science Education, 32(8), 1073-1098.
White, R. (1988). Learning science. Oxford, UK: Basil Blackwell.
White, R. T., & Gunstone, R. F. (1992). Probing understanding. London: The Falmer Press.
Yavuz, S., & Celik, G. (2013). The effect of predict-observe-explain (POE) technique on the misconcep-tions of prospective elementary teachers about the gases. Karaelmas Egitim Bilimleri Dergisi, 1(1), 1-20.
Sakarya University Journal of Education | 2011 ISSN: 2146-7455