The effect of prediction-observation-explanation practices supported by concept cartoon towards biology subjects on academic success and metacognitive skills of science prospective teachers

This study is realized to examine the effect of Prediction-Observation-Explanation (POE) practices supported by concept cartoon towards subjects taught in Science Teaching Laboratory Application-II course on the academic success and metacognitive skills of science prospective teachers and to obtain the opinions of the prospective teachers about the teaching given to them. The research was carried on using mix research method. The sample of the study consists of 79 science prospective teachers attending to 3rd. grade science department of Education Faculty, Amasya University. The research was realized in Science Teaching Laboratory Applications-II course. The prospective teachers both in experimental and control groups were divided into three groups. These three groups both in experimental and control groups attended to the sessions during 4 weeks separately. As there exist three groups in control and experimental groups the research lasted 12 weeks. The concept cartoon supported activities developed for the prospective teachers in experimental group were all related to biology subjects. The teaching sessions for the experimental group (N=37) was carried out by the researcher using Prediction-Observation-Explanation (POE) method supported by concept cartoon whereas the sessions for control group (N= 42) was carried out by the academician with the observation of the researcher by using 5E teaching model. The data obtain tool for quantitative data was realized by using ''Academic Success Test'', ''Metacognition Activity Level Scale'' with pre-post tests. For the quantitative dimension, ''Quasi Structured Interview Form'' developed for the researcher was used for the 6 volunteer prospective teachers to obtain their opinions about concept cartoon supported science teaching. The interviews lasted 25-30 minutes. The data was analyzed by relevant statistical data analyze program. For the quantitative data analysis, frequency, percentage, arithmetic mean and standard deviation calculations with "Kolmogorov-Smirnov Test", "Independent Sample t- Test" and "Paired Samples t- Test" were used; for the qualitative data analysis content analysis technique was used. At the end of the research, it was seen a difference in the favor of experimental group for the Science Teaching Laboratory Applications-II course on the academic success and metacognitive level based on concept cartoon supported Prediction-Observation-Explanation (POE) science teaching. However, this difference did not have any meaning statistically. The prospective teachers claimed that they could use the method in their academic life as the method itself was skill developing method and it provided the learning permanent. The purpose of Science Laboratory Application is to acquire prospective teachers skills about using science teaching methods and techniques besides academic knowledge. Based on the results of the research, it is necessary to include the different special methods and techniques used in science teaching into the curriculum of the education faculties and the prospective teachers should be provided to practice them during their academic life. Key Words: Science education, Concept Cartoon, Prediction-Observation-Explanation, Metacognition