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<p>This study examined the effectiveness of the Predict–Observe–Explain (POE) strategy in improving 10th-grade students’ understanding of the law of conservation of energy, as well as their attitudes towards this instructional approach. A concurrent mixed-method approach was used, combining quantitative data from the energy conceptual test with qualitative data gathered from semi-structured interviews. The study involved 66 students selected through purposive sampling, consisting of two intact groups: an experimental group of 34 students and a control group of 32 students. The findings revealed that the POE strategy significantly enhanced students’ conceptual understanding of the law of conservation of energy. Additionally, it effectively addressed and corrected students’ misconceptions related to energy concepts. The study also found that students developed a positive attitude towards the POE strategy as an instructional method. This approach helped students cultivate essential learning skills, including scientific process skills, collaborative learning, team decision-making, and self-exploratory learning.</p>

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Using the Predict–Observe–Explain (POE) Strategy in Enhancing Student’s Conceptual Understanding the Energy Conservation Law

  • 期刊论文

  • 发表日期：

    2025年3月1日

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  • Sangay Gyeltshen,
  • Sangay Wangchuk

摘要

This study examined the effectiveness of the Predict–Observe–Explain (POE) strategy in improving 10th-grade students’ understanding of the law of conservation of energy, as well as their attitudes towards this instructional approach. A concurrent mixed-method approach was used, combining quantitative data from the energy conceptual test with qualitative data gathered from semi-structured interviews. The study involved 66 students selected through purposive sampling, consisting of two intact groups: an experimental group of 34 students and a control group of 32 students. The findings revealed that the POE strategy significantly enhanced students’ conceptual understanding of the law of conservation of energy. Additionally, it effectively addressed and corrected students’ misconceptions related to energy concepts. The study also found that students developed a positive attitude towards the POE strategy as an instructional method. This approach helped students cultivate essential learning skills, including scientific process skills, collaborative learning, team decision-making, and self-exploratory learning.