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

Authors

  • Susanna Vonny N. Rante Department of Educational Science, Universitas Negeri Makassar, Indonesia
  • Ismail Tolla Department of Educational Science, Universitas Negeri Makassar, Indonesia
  • Nurdin Arsyad Department of Mathematics and Science, Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.24203/ajas.v10i3.6933

Keywords:

POE, CCT, Practicality, Efectiveness

Abstract

In achieving learning objectives, a lecturer must be able to design the learning tools he uses by considering the analysis of the needs of his students. This study is part of the research and development process to create learning tools with Predict-Observe-Explain (POE) assisted by Conceptual Change Text (CCT) in minimizing misconceptions of prospective elementary school teacher students. The main focus of this research is to test the level of practicality and effectiveness of these learning tools by involving users, namely lecturers and students. Data was collected using instruments in learning implementation observation sheets, student activity observation sheets, and learning outcomes tests. The data collected was analyzed quantitatively by calculating the average score to determine whether the product is practical and effective to use. The results of this study indicate that the learning tools are proven to be practical and effective so that they are feasible to be used more widely. With these findings, it is hoped that lecturers can design similar learning products to improve mastery of fundamental natural science concepts for prospective elementary school teachers.

 

References

Acarsesen, B., & Mutlu, A. (2016). Predict-observe-xxplain tasks in chemistry laboratory: Pre-service elementary teachers’ understanding and attitudes. Sakarya University Journal of Education, 6(2), 184–208. https://doi.org/10.19126/suje.46187

Adebayo, F., & Olufunke, B. T. (2015). Generative and predict-observe-explain instructional strategies: Towards enhancing basic science practical skills of lower primary school pupils. International Journal of Elementary Education, 4(4), 86–92. https://doi.org/10.11648/j.ijeedu.20150404.12

Afacan, Ö., & Gürel, İ. (2019). The Effect of Quantum Learning Model on Science Teacher Candidates’ Self-Efficacy and Communication Skills. Journal of Education and Training Studies, 7(4), 86–95. https://doi.org/10.11114/jets.v7i4.4026

Aufschnaiter, C. Von, & Rogge, C. (2010). Misconceptions or missing conceptions? Eurasia Journal of Mathematics, Science & Technology Education, 6(1), 3–18. https://doi.org/10.1016/0002-9416(79)90031-9

Aydin, S. (2012). Remediation of misconception about geomatric optic using conceptual change texts. Journal of Education Research and Behavioral Sciences, 1(1), 1–12.

Aygun, M., & Tan, M. (2021). The impact of mass on action-reaction forces during a collision: Using a conceptual change yext or traditional expository text to overcome missconception. Pamukkale University Journal of Education, 51(1), 65–91. https://doi.org/10.9779.pavefd.690966

Ayvaci, H. (2013). Investigating the predict-observe-explain strategy on teaching photo electricity topic. Journal of Baltic Science Education, 12(5), 548–565.

Balci, C. (2006). Conceptual change text oriented instruction to facilitate conceptual change in rate of reaction concepts. School of Natural and Applied Sciences of Middle East Technical University.

Banawi, A., Sopandi, W., Kadarohman, A., & Solehuddin, M. (2019). Prospective primary school teachers’ conception change on states of matter and their changes through predict-observe-explain strategy. International Journal of Instruction, 12(3), 359–374. https://doi.org/10.29333/iji.2019.12322a

Caycı, B. (2018). The impacts of conceptual change text-based concept teaching on various variables. Universal Journal of Educational Research, 6(11), 2543–2551. https://doi.org/10.13189/ujer.2018.061119

Cetin, G., Ertepinar, H., & Geban, O. (2015). Effects of conceptual change text based instruction on ecology, attitudes toward biology and environment. Educational Research and Reviews, 10(3), 259–273. https://doi.org/10.5897/err2014.2038

Cetingul, I., & Geban, O. (2011). Using conceptual change texts with analogies for misconceptions in acids and bases. H.U. Journal of Education, 41(1), 112–123.

Cinici, A., & Demir, Y. (2013). Teaching through cooperative poe tasks: A path to conceptual change. The Clearing House, 86(1), 1–10. https://doi.org/10.1080/00098655.2012.712557

Costu, B., Ayas, A., & Niaz, M. (2012). Investigating the effectiveness of a poe-based teaching activity on students’ understanding of condensation. InstrSci, 40(1), 47–67. https://doi.org/10.1007/s11251-011-9169

Dagdelen, O., & Kosterelioglu, I. (2015). Effect of conceptual change texts for overcoming misconceptions in “people and management ” unit. International Electronic Journal of Elementary Education, 8(1), 99–112.

Duda, H. J., & Adpriyadi, A. (2020). Students’ misconception in concept of biology cel. Anatolian Journal of Education, 5(1), 47–52. https://doi.org/10.29333/aje.2020.515a

Durmus, J., & Bayraktar, S. (2010). Effects of conceptual change texts and laboratory experiments on fourth grade students’ understanding of matter and change concepts. Journal of Science Education & Technology, 19(5), 498–504. https://doi.org/10.1007/s109566-010-9266-9

Eggen, P. D., Kauchak, D. P., & Garry, S. (2004). Educational psychology (P. Prentice, Ed.).

Gernale, J. P., Aranes, F. Q., & Daud, V. (2015). The effects of predict-observe-explain (poe) approach on students’ achievement and attitudes towards science. The Normal Lights, 9(2), 1–23.

Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a

Hake, R. R. (1999). Analyzing change/gain scores. http://www.physics.indiana.edu/-sdi/Analyzing

Hilario, J. S. (2015). The use of predict-observe-explain-explore (poee) as new teaching strategy in general chemistry-laboratory. International Journal of Education and Research, 3(2), 37–48.

Joyce, C. (2006). Predict, observe, explain (poe). https://arbs.nzcer.org.nz/strategies/poe.php.

Karamustafaoglu, S., & Mamlok-Naaman, R. (2015). Understanding electrochemistry concepts using the predict-observe-explain strategy. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 923–936. https://doi.org/10.12973/eurasia.2015.1364a

Kibirige, I., Osodo, J., & Tlala, K. M. (2014). The effect of predict-observe-explain strategy on learners’ misconceptions about dissolved salts. Mediterranean Journal of Social Sciences, 5(4), 300–310. https://doi.org/10.5901/mjss.2014.v5n4p300

Kuczmann, I. (2017). The structure of knowledge and students’ misconceptions in physics. AIP Conference Proceedings, 1916(December), 1–6. https://doi.org/10.1063/1.5017454

Mancuso, V. J. (2010). Using discrepant events in science demonstrations to promote student engagement in scientific investigations: An action research study. University of Rochester, New York.

Marks, J. B. (2014). The predict-observe-explain technique as a tool for students’ understanding of electric circuits. The International Conference of Physics Education: Active Laerning in a Changing World of New Technology, 1–11.

Martin, R. E., Sexton, C. M., & Gerlovich, J. A. (2001). Teaching science for all children. Allyn and Bacon.

Neolaka, F., & Corebima, A. D. (2018). Comparison between correlation of creative thinking skills and learning results, and correlation of creative thinking skills and retention in the implementation of predict observe explain (poe) learning model in senior high schools in Malang, Indonesia. Educational Process: International Journal, 7(4), 237–245. https://doi.org/10.22521/edupij.2018.74.2

Nieveen, N. (1999). Prototyping to Reach Product Quality. In T. Plomp, N. Nieveen, K. Gustafson, R. M. Branch, & V. Den Akker (Eds.), Design Approach and Tools in Education & Training. Kluwer Academic Publisher.

Ojose, B. (2015). Students’ misconceptions in mathematics: Analysis of remedies and what research says. Ohio Journal of School Mathematics, 72(1), 30–34.

Onder, I. (2017). The effect of conceptual change texts supplemented instruction on students’ achievement in electrochemistry. International Online Journal of Educational Sciences, 9(4), 969–975. https://doi.org/10.15345/iojes.2017.04.006

Ozkan, G., & Selcuk, G. (2013). The use of conceptual change texts as class material in the teaching of “sound” in physics. Asia=Pasific Forum on Science Learning & Teaching, 14(1), 1–22.

Ozkan, G., & Selcuk, G. S. (2015). Effect of technology enhanced conceptual change texts on students’ understanding of Buoyant force. Universal Journal of Educational Research, 3(12), 981–988. https://doi.org/10.13189/ujer.2015.031205

Ozmen, H., & Naseriazar, A. (2018). Effect of simulations enhanced with conceptual change texts on university students’ understanding of chemical equilibrium. Journal of the Serbian Chemical Society, 83(1), 121–137. https://doi.org/10.2298/JSC161222065O

Pandiangan, P., Sanjaya, I. G. M., & Jatmiko, B. (2017). The validity and effectiveness of physics independent learning model to improve physics problem solving and selfdirected learning skills of students in open and distance education systems. Journal of Baltic Science Education, 16(5), 651–665. https://doi.org/10.33225/jbse/17.16.651

Phanphech, P., & Tanitteerapan, T. (2017). The development of a model to promote predict, observe, explain strategies for teaching about electric circuits in virtual environments. The Asian Conference on Technology in The Classroom 2017.

Queloz, A. C., Klymkowsky, M. W., Stern, E., Hafen, E., & Köhler, K. (2017). Diagnostic of students’ misconceptions using the biological concepts instrument (bci): A method for conducting an educational needs assessment. PLoS ONE, 12(5), 1–18. https://doi.org/10.1371/journal.pone.0176906

Rini, A. P., Suryani, N., & Fadhilah, S. S. (2018). Development of predict observe explain (poe)-based thematic teaching materials. International Journal of Educational Research Review, 4(1–7), 206–215. https://doi.org/10.15548/jt.v25i3.464

Rohmawatiningsih, W., Sopandi, W., & Surtikanti, H. K. (2018). The students’ conceptual change using poe strategy assisted by air properties-experimental kit. International Conference on Elementary Education, September, 625–634.

Setyaningrum, V., & Sopandi, W. (2015). Pengaruh teks perubahan konseptual terhadap pemahaman siswa pada materi suhu dan kalor. Prosiding Seminar Nasional Fisika 2015 Mataram Lombok, 1–6.

Soeharto, Csapo, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. https://doi.org/10.15294/jpii.v8i2.18649

Sreerekha, S., Arun, R. R., & Swapna, S. (2016). Effect of predict-observe-explain strategy on achievement in chemistry of secondary school students. International Journal of Education & Teaching Analytics, 1(1), 1–5.

Stepans, S. (2011). Targeting students’ science misconception: Using the conceptual change model. Saiwood Publications.

Sudarminata, J. (2002). Tantangan dan permasalahan pendidikan di Indonesia memasuki milenium ketiga dan transformasi pendidikan. Rajawali Press.

Suparno, P. (2005). Miskonsepsi perubahan konsep dalam pendidikan fisika. Grasindo.

Teo, T. W., Yan, Y. K., & Goh, M. T. (2016). Using prediction-observation-explanation-revision to structure young children’s learning about floating and sinking. The Journal of Emergent Science (JES), 10(1), 12–23.

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Training Teachers of Exceptional Children. Indiana University.

Yurukk, N., & Eroglu, P. (2016). The effect of conceptual change texts enriched with metaconceptual processes on pre-service science teachers’ conceptual understanding of heat and temperature. Journal of Baltic Science Education, 15(6), 693–705.

Downloads

Published

2022-07-09

How to Cite

Rante, S. V. N. ., Tolla, I., & Arsyad, N. (2022). Practicality and Effectiveness of Learning Tools with Predict-Observe-Explain Assisted Conceptual Change Text to Minimize Students’ Misconceptions. Asian Journal of Applied Sciences, 10(3). https://doi.org/10.24203/ajas.v10i3.6933

Issue

Section

Articles