The Use of Dynamic Computer Visualizations Integrated with the POE Sequence: Its Effect on Learners’ Understanding, Retention, and Motivation

KAHRAMAN S.

Canadian Journal of Science, Mathematics and Technology Education, cilt.23, sa.2, ss.179-209, 2023 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 23 Sayı: 2
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1007/s42330-023-00284-z
  • Dergi Adı: Canadian Journal of Science, Mathematics and Technology Education
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, Agricultural & Environmental Science Database, EBSCO Education Source, ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.179-209
  • Anahtar Kelimeler: Achievement, Animation, Motivation, Pre-service teachers, Retention, Solubility
  • Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet

Özet

The study investigated the effects of the use of dynamic computer visualizations (DCVs) integrated with the POE (Predict-Observe-Explain) sequence on learners’ understanding and retention of solubility and on their motivation to learn chemistry. In the research, nonequivalent groups pretest–posttest control and comparison group design was used. The study was conducted on 56 freshmen enrolled in the science teacher education program at a mid-sized university in northwestern Turkey. One of the two classes was randomly assigned as an experimental group (n = 31), and the other was assigned as a control group (n = 25). The data were collected using the Solubility Concept Test (SCT), Chemistry Motivation Questionnaire-II (CMQ-II), Molecular Level Visualization Test (MLVT), and Questionnaire of Students’ Perceptions of DCVs (QSP-DCVs). The quantitative data were analyzed using repeated-measures MANOVA, and the qualitative data were analyzed using content analysis. The results indicated that the use of DCVs integrated with the POE sequence was more effective on learners’ understanding of solubility than the traditional lecturer-centered narrative-based teaching method. It was found that some prior misconceptions were retained or reinforced even though the use of DCVs integrated with the POE sequence was used. This study also found that the use of DCVs integrated with the POE sequence had a considerable significant effect on learners’ retention of what they learned. Although there was no statistically significant difference in the change taking place in motivation towards chemistry between the experimental and control group, experimental group learners’ perceptions of the use of DCVs were quite positive. Based on the study, it is concluded that DCVs integrated with the POE sequence can be used as an effective way to improve learners’ understanding and retention of fundamental chemistry concepts.