The Effect of Simulative Observations in the POE Method on Academic Achievement and Problem Solving Skills of 8th Grade Students
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Published
May 29, 2025
Abstract
Technology is one of the factors affecting students’ education. High-level skills, which are described as 21st century skills, are intended to be taught to students who are considered digital natives with the most effective methods. Now, students are expected to develop not only academic success but also high-level skills such as problem solving skills in a course. In this study, the effects of activities developed based on simulative observations in the TGA (Predict-Observe-Explain) method on students’ academic success and problem-solving skills were examined in the Algodoo program environment, a technological learning tool. The research was conducted with a quasi-experimental design with a pre-test-post-test control group. The research was conducted with 8th grade students from a state school. Two classes were determined, one control and the other experimental group. In the teaching of the Simple Machines unit, activities based on the in-class TGA method where direct observations could be made were used in the control group, and activities developed based on simulative observations in the TGA method were used in the experimental group. Simple Machines Achievement Test and Problem Solving Skills Scale were used as pre-test and post-test.
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Keywords
Academic Success, POE Method, Problem Solving Skills, Simple Machines, Simulation, 8th Grade
Supporting Agencies
No funding sources declared.
References
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Cayvaz, A., & Akcay, H. (2018). The Effects of using Algodoo in Science Teaching at Middle School. The Eurasia Proceedings of Educational and Social Sciences, 9, 151-156. https://dergipark.org.tr/en/download/article-file/531768
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: a meta-analysis. Review of Educational Research, 90(4), 499-541. DOI: https://doi.org/10.3102/0034654320933544
Coşkun, M. (2004). Coğrafya Öğretiminde Proje Yaklaşımı. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 5(2), 99-107. https://dergipark.org.tr/tr/pub/kefad/issue/57226/808286
Çavumirza, E. (2018). Model ile Fen Öğretiminin 8. Sınıf Öğrencilerinin Başarılarına, Eleştirel Düşünme Eğilimlerine, Tutumlarına ve Kavram Öğrenmelerine Etkisi [Master’s Thesis], Sakarya University, Sakarya.
Çepni, S. & Çil, E. (2012). Fen ve teknoloji programı ilköğretim 1. ve 2. kademe öğretmen el kitabı. Ankara: Pegem A
Dağdalan, G., & Taş, E. (2017). Simülasyon Destekli Fen Öğretiminin Öğrencilerin Başarısına ve Bilgisayar Destekli Fen Öğretimine Yönelik Tutumlarına Etkisi. Fen Bilimleri Öğretimi Dergisi, 5(2), 160-172. https://dergipark.org.tr/tr/pub/fbod/issue/71996/1158045
Demirhan E. (2015). 3D Model Tasarlamanın Fen Bilgisi Öğretmen Adaylarının Akademik Başarıları, Problem Çözme Becerileri, Bilimsel Yaratıcılıkları ve Sürece Yönelik Algılarına Etkisinin İncelenmesi. [Master’s Thesis]. Marmara University, İstanbul.
Demirçalı, S. & Selvi, M. (2022). Model tabanlı fen eğitiminin öğrencilerin akademik başarıları ve bilimsel süreç becerileri üzerindeki etkileri: Araştırma Makalesi. Türk Fen Eğitimi Dergisi , 19 (2), 545-558. https://doi.org/10.36681
Driver, R., 1983. The Pupil As Scientist?, Open University Press, London.
Duffy, T. & Cunningham, D. (1996). Constructivism: Implications for the Design and Delivery of Instruction., Handbook of research on educational communications and technology. New York: Simon & Schuster.
Eren, E. & Dökme, İ. (2018). Fen Bilgisi Öğretmen Adaylarinin Gözlem Yapabilme Becerilerinin Değerlendirilmesi, Eğitimde güncel araştırmalar, 651-671. Cetinje.
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2019). The Integrated Problem Based Learning and Predict, Observe, Explain (PBL-POE) to Empower Students’ Problem-Solving Skills. Proceedings of the 2019 3rd International Conference on Education and Multimedia Technology - ICEMT 2019. DOI: https://doi.org/10.1145/3345120.3345139
Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an III-structured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21-38. DOI: https://doi.org/10.1007/bf02504515
Geban, Ö., Askar, P., & Özkan, Ï. (1992). Effects of Computer Simulations and Problem-Solving Approaches on High School Students. The Journal of Educational Research, 86(1), 5-10. DOI: https://doi.org/10.1080/00220671.1992.9941821
Gredler, M. E. (2004). Games and Simulations and Their Relationships to Learning. Handbook of research on educational communications and technology, 571-581. Lawrence Erlbaum Associates Publishers.
Gregorcic, B. (2015). Exploring Kepler’s laws using an interactive whiteboard and Algodoo. Physics Education, 50(5), 511-515. DOI: http://iopscience.iop.org/0031-9120/50/5/511
Güvercin, Z. (2010). Fizik dersinde simülasyon destekli yazılımın öğrencilerin akademik başarısına, tutumlarına ve kalıcılığa etkisi. [Master’s Thesis]. Çukurova University, Adana.
Harlen, W. & Jelly, S. (1989) Devoloping science in the primary classroom. London.
Heinich, S., Molenda, J., Russel, R. & Smaldino M., (2002). Instructional media and technologies for learning, 7th ed., Pearson Education, New Jersey
Ingram, K. W. & Jackson, M. K. (2004). Simulations as authentic learning strategies: Bridging the gap between theory and practice in performance technology. In Association for Educational Communication and Technology (AECT), 297-307. https://files.eric.ed.gov/fulltext/ED485146.pdf
İnan, I. (2011). The Philosophy of Curiosity (1st ed.). Routledge. DOI: https://doi.org/10.4324/9780203128893
Jackson, J., Dukerich, L. ve Hestenes, D. (2008). Modeling Instruction: An Effective Model for Science Education. Science Educator, 17(1), 10-17.
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How to Cite
Çavumirza, E., & Mertoğlu, H. (2025). The Effect of Simulative Observations in the POE Method on Academic Achievement and Problem Solving Skills of 8th Grade Students. Science Insights Education Frontiers, 28(1), 4555–4575. https://doi.org/10.15354/sief.25.or756
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