Effect of the Predict-Observe-Explain (POE) Strategy on Achievement in Science Education: A Meta-Analysis Study

Zeynep Koyunlu Ünlü

Makale detayları

Effect of the Predict-Observe-Explain (POE) Strategy on Achievement in Science Education: A Meta-Analysis Study

Yazarlar:

Zeynep Koyunlu Ünlü

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 3, pp.893-920

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001334572

pISSN:

1305-2020

Anahtar kelimeler:

Özet:

 Predict-observe-explain POE is a strategy that has been used in science education for several decades. It is important to determine how effective this strategy is, especially when used in the constructing scientific concepts. In this study, the effect of the POE strategy on students science achievement was examined in a meta-analysis. Databases were searched using specific keywords and 35 studies 6 theses and 29 articles that met the inclusion criteria were found. Hedges g and the random effects model were used to calculate effect sizes. As a result, the average effect size g0.979, 95 CI: 0.771-1.188, p0.001 was found to be high. The POE strategy was found to increase students science achievement with a high-level effect. The differences between studies were determined by analog to the ANOVA and meta-regression moderator analyses. While the effect of POE on students science achievement differed significantly according to the moderators of field of science and level of education, it did not differ significantly according to the moderator of implementation type. The moderators of implementation time and year of publication were similarly not found to be significant predictors of the effect of POE on science achievement. Based on these results, suggestions are made for researchers and practitioners.

 Predict-observe-explain POE is a strategy that has been used in science education for several decades. It is important to determine how effective this strategy is, especially when used in the constructing scientific concepts. In this study, the effect of the POE strategy on students science achievement was examined in a meta-analysis. Databases were searched using specific keywords and 35 studies 6 theses and 29 articles that met the inclusion criteria were found. Hedges g and the random effects model were used to calculate effect sizes. As a result, the average effect size g0.979, 95 CI: 0.771-1.188, p0.001 was found to be high. The POE strategy was found to increase students science achievement with a high-level effect. The differences between studies were determined by analog to the ANOVA and meta-regression moderator analyses. While the effect of POE on students science achievement differed significantly according to the moderators of field of science and level of education, it did not differ significantly according to the moderator of implementation type. The moderators of implementation time and year of publication were similarly not found to be significant predictors of the effect of POE on science achievement. Based on these results, suggestions are made for researchers and practitioners.

 Predict-observe-explain POE is a strategy that has been used in science education for several decades. It is important to determine how effective this strategy is, especially when used in the constructing scientific concepts. In this study, the effect of the POE strategy on students science achievement was examined in a meta-analysis. Databases were searched using specific keywords and 35 studies 6 theses and 29 articles that met the inclusion criteria were found. Hedges g and the random effects model were used to calculate effect sizes. As a result, the average effect size g0.979, 95 CI: 0.771-1.188, p0.001 was found to be high. The POE strategy was found to increase students science achievement with a high-level effect. The differences between studies were determined by analog to the ANOVA and meta-regression moderator analyses. While the effect of POE on students science achievement differed significantly according to the moderators of field of science and level of education, it did not differ significantly according to the moderator of implementation type. The moderators of implementation time and year of publication were similarly not found to be significant predictors of the effect of POE on science achievement. Based on these results, suggestions are made for researchers and practitioners.

 Tahmin gözlem açıklama TGA uzun bir süredir fen eğitiminde kullanılan bir stratejidir. Özellikle fen alanındaki kavramların yapılandırıldığı deneylerde kullanılan bu stratejinin ne kadar etkili olduğunun belirlenmesi önem teşkil etmektedir. Bu araştırmada TGA stratejisinin öğrencilerin fen başarısı üzerindeki etkisi meta-analiz yöntemiyle incelenmiştir. Belirlenen anahtar kelimeler ile veri tabanlarında çeşitli taramalar gerçekleştirilmiş, dâhil edilme kriterlerini sağlayan 35 çalışma 6 tez, 29 makale elde edilmiştir. Etki büyüklüklerinin hesaplanmasında Hedgess g ve analizlerde rastgele etkiler modeli tercih edilmiştir. Analiz sonucunda ortalama etki büyüklüğü g0.979, 95 CI:0.771-1.188, p0.001 sınıflamaya göre yüksek düzey bulunmuştur. Buna göre, TGA stratejisi öğrencilerin fen başarısını artırmakla birlikte yüksek düzeyde etkilemektedir. Çalışmalar arasındaki farklılıklar analog ANOVA ve meta-regresyon analizleri ile belirlenmiştir. TGA stratejisinin öğrencilerin fen başarısı üzerindeki etkisi bilim alanı ve öğretim kademesi moderatörlerine göre anlamlı farklılıklar gösterirken, uygulanma şekli moderatörüne göre anlamlı bir farklılık göstermemiştir. Uygulama süresi ve yayın yılı moderatörlerinin TGA stratejisinin fen başarısı üzerindeki etkisinin anlamlı birer yordayıcıları olmadığı ortaya koyulmuştur. Bu sonuçlardan yola çıkarak araştırmacı ve uygulayıcılara bazı önerilerde bulunulmuştur.

Makale detayları

Effect of the Predict-Observe-Explain (POE) Strategy on Achievement in Science Education: A Meta-Analysis Study

Yazarlar:

Zeynep Koyunlu Ünlü

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 3, pp.893-920

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001334572

pISSN:

1305-2020

Predict-observe-explain

science education

academic achievement

meta-analysisTahmin-gözlem-açıkla

fen eğitimi

akademik başarı

meta-analiz

Sayı

Makale detayları

Yazarlar: Zeynep Koyunlu Ünlü

Yayıncı: Van Yuzuncu Yıl University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 3, pp.893-920

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001334572

pISSN: 1305-2020

Sayı

Yazarlar:

Zeynep Koyunlu Ünlü

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 3, pp.893-920

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001334572

pISSN:

1305-2020