Investigating the effect of science teaching based on the prediction–observation–explanation (POE) method on primary school students' scientific reasoning skills

In today's educational landscape, enhancing the effectiveness of learning and fostering students who can question, compare, establish cause-and-effect relationships, and actively engage their minds have become primary goals. This study investigates the effect of the Predict-Observe-Explain (POE) method in Science courses on the scientific reasoning skills of primary school students. A quasi-experimental design with pre-test and post-test control groups was employed. The study group consisted of a total of 60 primary school students enrolled in the 2024–2025 academic year. Of these, 30 students were assigned to the experimental group and 30 to the control group. Data were collected using the Scientific Reasoning Skills Scale and the Demographic Characteristics Questionnaire. An analytical scoring rubric was used to evaluate the scores obtained from the scale. Both parametric and non-parametric techniques were used in the data analysis process. According to the findings of the study, the post-test mean score of the experimental group students (6.65 ± 3.32), who were taught using the POE method, was higher than that of the control group students (4.5 ± 3.57), who were taught using the traditional lecture method, and this difference was found to be statistically significant. These results indicate that the POE method significantly improved the scientific reasoning skills of third-grade primary school students.