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

Yıl 2024, Cilt: 21 Sayı: 3, 893 - 920

Zeynep Koyunlu Ünlü

https://doi.org/10.33711/yyuefd.1570041

Öz

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 (g=0.979, 95% CI: 0.771-1.188, p<0.001) 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.

Anahtar Kelimeler

Predict-observe-explain, science education, academic achievement, meta-analysis

Fen Eğitiminde Tahmin-Gözlem-Açıkla Stratejisinin Akademik Başarıya Etkisi: Bir Meta Analiz Çalışması

Öz

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 Hedges’s g ve analizlerde rastgele etkiler modeli tercih edilmiştir. Analiz sonucunda ortalama etki büyüklüğü (g=0.979, 95% CI:0.771-1.188, p<0.001) 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.

Anahtar Kelimeler

Tahmin-gözlem-açıkla, fen eğitimi, akademik başarı, meta-analiz

Kaynakça

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