Predictions and explanations about scientific situations in a high school context

ABSTRACT

The aim of this research was to assess students’ ability to explain scientific phenomena by means of a POE pedagogical tool. To achieve this aim, we conducted home experiments in a digital environment. In this qualitative and transversal ex-post-facto research, 775 pupils (aged 13–18 years) enrolled in compulsory secondary education from the Canary Islands were recruited. Data were collected using a digital questionnaire (self-designed), which showed acceptable reliability (α = 0.8). According to the results, multimodal POEs with home experiments within multimedia settings were perceived by the pupils to be a useful tool for teaching science on day-to-day. Students also found the POE activities to be motivating and engaging. Lastly, we present the calculation of POE scores and a method for assessing scientific literacy.

KEYWORDS:

• Scientific literacy
• prediction
• observation
• explanation

Acknowledgements

Our sincere gratitude goes out to all the physics and chemistry pupils and teachers who have helped us conduct this research, as well as to editors and reviewers of this journal who have improved it.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics statement

Data collected in this study related to pupils were all anonymous and collected under informed consent. The University of La Laguna’s ethical committee was not required to evaluate the study.