Effect of predict-observe-explain tasks enhanced multimedia on pre-service teachers' understanding of gases

Abstract

This paper focuses on the use of multimedia-based predict-observe-explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional chemistry conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the student's conversations, focussing on students' articulation and justification of their own science conceptions, clarification of and critical reflection on their partners' views, and negotiation of new, shared meanings. Chemistry laboratory is a place that students can learn some chemical concepts and procedures by doing some laboratory activities. But it is known that students don't benefit from chemistry laboratory always adequately. In this study, to create an effective learning environment in chemistry laboratory, what to be done was investigated. The subject of study consisted of 42 students from Science Teacher Education Program in Faculty of Education- University of Pamukkale. In study, an action research approach was used understanding diffusion of gases. The data were obtained from observation, POE form and class discussion. The findings showed that the use of POE instructional activities is useful for enhancing students' learning outcomes in chemistry laboratories. © Sila Science.