Effectiveness Of Predict Observe Explain Technique
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Predict, Observe, Explain
John Haysom and Michael Bowen provide middle and high school science teachers with more than 100 student activities to help the students develop their understanding of scientific concepts. The powerful Predict, Observe, Explain (POE) strategy, field-tested by hundreds of teachers, is designed to foster student inquiry and challenge existing conceptions that students bring to the classroom.
Effectiveness of Predict-observe-explain Technique
Author: Chong-Wah Liew
language: en
Publisher: LAP Lambert Academic Publishing
Release Date: 2009
The purpose of this research program was to explore the effectiveness of the Predict-Observe-Explain (POE) teaching/learning to diagnose students' understanding of science and identify students' level of achievement with reference to the Science Student Outcome Statements for Australian schools. This research employed an interpretive action research approach with a sample of students from three Australian metropolitan high schools in grades 9,10,11, and 12 whose ages ranged between 14 and 17 years. Three data collection methods were used to generate data for interpretation, namely, Chi et al.'s theory of ontological categories, Hewson and Hennessey's conceptual change theory to determine the epistemological status of student's understanding of science, and Chinn and Brewer's model to classify types of students' responses to contradictory observations.The findings in this research reveal that these POEs were effective in capturing a range of possible student observations and prediction outcomes when worded in an open-ended format.Quality information on students' understanding and on the way they responded to contradictory data was obtained when POEs were administe
The Effectiveness of Predict-observe-explain Technique in Diagnosing Students' Understanding of Science and Identifying Their Level of Achievement
Furthermore, the data suggest that POEs are effective in identifying students' achievement across levels within a substrand of the Australian Student Outcome Statements and enable the teacher to observe and document a spread of achievement over a range of levels rather that a single outcome. The results of this research suggest that POEs are effective in diagnosing students' understanding of science and their level of achievement. The POE tasks can be used by teachers to insightfully design learning activities and strategies that start from the students' viewpoint rather than that of the teacher or the scientist. Findings in this research have implications for curriculum development and learning strategies, teacher development, and the promotion and assessment of students' understanding and level of achievement.