An assessment of the implementation of reflective thinking by supported predict-observe-explain method on science and technology course

The purpose of this study is to analyze the effects of reflective thinking activities supported by the POE strategy (Prediction-Observation-Explanation) on several learning products in ?The Structure and Properties of Substances?, an unit included in the Seventh Grade Science and Technology Curriculum, when compared to the activities recommended by the Ministry of National Education. The study was based on the pretest-posttest control group design. The population was comprised of two different groups of students, namely 7/A and 7/B, who studied at Beyaz Tebesir Primary School, Baglar, Diyarbakir, during the Academic Year 2010-2011. The groups ?7/A? and ?7/B? were randomly chosen as the experimental group and control group respectively. The study lasted eight weeks, during which the experimental group was provided with reflective thinking activities supported by the POE strategy (POE form, learning logs, negotiated learning and purposeful - reflectivegroup discussions, asking questions to oneself, self-assessment) whereas the controlgroup was taught through the activities recommended by the Ministry of National Education. Both groups were taught by course teacher. The data were collected through the Achievement Test, the Attitude Scale for the Learning Domain ?Substance and Change?, the Science Process Skills Test and the Academic Risk-Taking Scale. The Achievement Test and the Attitude Scale for the Learning Domain Substance and Change were developed by the researcher. However, the Science Process Skills Test was designed by Enger and Yager (1998) and adapted to Turkish by Koray, Koksal, Ozdemir and Presley (2007) whereas the Academic Risk-Taking Scale was designed by Clifford (1991) and adapted to Turkish by Korkmaz (2002). The data were analyzed viiithrough the dependent samples t-test, the independent samples t-test and analysis of covariance (ANCOVA). The size of significant differences, if any, was determined with the impact factor.A comparison between the experimental group, which was provided with reflective thinking activities supported by the POE strategy, and the control group, which was taught through the activities recommended by the Ministry of National Education, confirmed all the following hypotheses: a) the experimental group has a significantly higher achievement level, b) the experimental group has a significantly higher student?s retention the sciencec) the experimental group has a more positive attitude to the learning domain ?Substance and Change?, d) the experimental group has better science process skills, ande) the experimental group has a higher academic risk-taking level. The findings were discussed in reference to the literature. Keywords: Prediction-Observation-Explanation Strategy, Reflective Thinking, Science Teaching, Evaluation of Learning Activities