Effects of predict-observe-explain model-based interactive teaching on the nature and quality of scientific explanations by pre-service teachers

Abstract

This study investigated the effects of the Predict-Observe-Explain (POE) model-based interactive teaching and learning strategy on the nature and quality of scientific explanations by pre-service teachers. Additionally, it aimed at exploring how the preservice teachers perceived the POE model-based strategy in terms of its impact on their conceptual learning (cognitive), attitudes towards science (behaviour), as well as interests and motivations (emotions) in studying science concepts in Heat and Thermodynamics. An action research approach was adopted with Pre-tests and Post-tests quasi-experimental design on a purposively sampled intact group of 251 Level 100 Integrated Science students of the Department of Integrated Science of the University of Education, Winneba. The Questionnaire on Perceptions of the POE Model-Based Teaching and Learning (QPPOE) was used to obtain the students' perceptions of the strategy. Both quantitative and qualitative methods were used for data collection and analysis to ensure triangulation and increase the credibility and validity of the findings. The findings revealed that prior to the use of the POE model-based teaching strategy, about 61.4% of the pre-service science students' explanations of concepts were mainly descriptive and everyday in nature, thus, being informal and not reflecting the use of formal language of science. The number of participants who provided formal explanations remained consistently low across all 5 Pretests on the nature of explanations, with only 6.3 % of participants providing such explanations. However, after the use of the POE model-based teaching and learning strategy as an intervention, the students' explanations to concepts improved, with the majority (86.9%) of the explanations being formal and causal in nature, inculcating experts’ language of science. Consequently, the percentage of informal explanations had dropped from about 60% to 12%. Quality of the teachers’ explanations also improved after the use of the POE model-based strategy, changing from mainly wrong and partial to sound explanations. This demonstrated a deeper understanding of scientific concepts and accurate reasoning after the intervention. Thus, after the intervention, 89.6% of responses were categorised as sound explanations compared to 16.7% which was recorded before the intervention. The findings from the QPPOE indicated that the students had positive perceptions of the use of POE model-based strategy with improvements in their cognitive, behavioural and emotional aspects in studying the science concepts. The findings further revealed that about 70% of the students had positive perceptions towards the use of the POE model during the study, and again, there was no statistical significant difference between females and males in their perceptions towards the use of the model in the study of the science concepts (χ² = 0.687, p > 0.05). The study therefore concludes that the POE model-based teaching and learning strategy was an effective approach for improving the nature and quality of the pre-service science teachers’ explanations to concepts in science. This study recommends the use of the POE model-based teaching and learning strategy to Science Educators at the various teacher training institutions in the teaching and learning concepts in science. It also contributes to research data and the growing body of knowledge on interactive model teaching and learning strategies in science education, and as well has practical implications for science teacher education programs.