NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED420715
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effectiveness of Predict-Observe-Explain Tasks in Diagnosing Students' Understanding of Science and in Identifying Their Levels of Achievement.
Liew, Chong-Wah; Treagust, David F.
This study involves action research to explore the effectiveness of the Predict-Observe-Explain (POE) technique in diagnosing students' understanding of science and identifying their levels of achievement. A multidimensional interpretive framework is used to interpret students' understanding of science. The research methodology incorporated constructivist action-inquiry principles, grounded theory development, and triangulation of multiple data sources, multiple data collection methods, and multiple theoretical perspectives. Data from a class of 18 11th-grade students include students' written POE task response, interviews with individual students, and in-class discussions. The POE tasks were concerned with the expansion of water, solubility of salt, and power and resistance of light globes. Variations in student responses suggest that uniform observation outcomes may not always be assumed even for the well-designed POE intended to provide an obvious and clear observation outcome. Data also suggest that POE tasks are effective in capturing a range of possible student observation and prediction outcomes when they are worded in an open-ended format. Results imply that POE tasks can be used to design learning activities insightfully to start with the students' viewpoints rather than the teacher's or scientist's. Findings also suggest that POEs are effective in facilitating the teacher and the students in documenting student achievement and profiling student progress. (Contains 6 tables, 4 figures, and 33 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A