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

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Abstract

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.

Résumé

L’étude a examiné les effets de l’utilisation de visualisations informatiques dynamiques (VID) intégrées à la séquence POE (Prédire — Observer — Expliquer) sur la compréhension et la rétention de la solubilité par les apprenants et sur leur motivation à apprendre la chimie. Pour la recherche, nous avons utilisé un modèle de contrôle et de comparaison de groupes non équivalents (prétest — test de contrôle). L’étude a été menée auprès de 56 étudiants de première année inscrits au programme de formation des enseignants en sciences dans une université de taille moyenne du nord-ouest de la Turquie. L’une des deux classes a été désignée au hasard comme groupe expérimental (n = 31), et l’autre comme groupe de contrôle (n = 25). Nous avons recueilli les données à l'aide de l’épreuve du concept de solubilité (ECS), du questionnaire de motivation pour la chimie-II (QMC-II), du test de visualisation du niveau moléculaire (TVNM) et du questionnaire sur la perception des VID par les étudiants (QPE-VIDs). Nous avons analysé les données quantitatives à l’aide d’une répétition d’analyses de la variance à plusieurs variables et les données qualitatives au moyen d’une analyse de contenu. Les résultats indiquent que l’utilisation de VID intégrées à la séquence POE a été plus efficace en ce qui a trait à la compréhension de la solubilité par les apprenants que la méthode d’enseignement courante centrée sur l’exposé et fondée sur la narration. Il a été constaté que certaines idées fausses préexistantes ont été conservées ou renforcées malgré l’utilisation de VID intégrées à la séquence POE. Cette étude a également montré que l’utilisation de VID intégrées à la séquence POE avait un effet considérable sur la rétention des connaissances acquises par les apprenants. Bien qu’il n’y ait pas de différence statistiquement significative entre le groupe expérimental et le groupe de contrôle en ce qui concerne l’évolution de la motivation à l’égard de la chimie, les apprenants du groupe expérimental ont montré qu’ils avaient un sentiment favorable envers l’utilisation des VID. Sur la base de cette étude, nous concluons que les VID intégrées à la séquence POE peuvent être utilisées comme moyens efficaces d’améliorer la compréhension et la rétention des concepts fondamentaux de la chimie par les apprenants.

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    Sakip Kahraman

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Kahraman, S. The Use of Dynamic Computer Visualizations Integrated with the POE Sequence: Its Effect on Learners’ Understanding, Retention, and Motivation. Can. J. Sci. Math. Techn. Educ. 23, 179–209 (2023). https://doi.org/10.1007/s42330-023-00284-z

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