The effect of activities based on POE (Predict-observe-explain) method assisted with games on 10th grade students' physics (pressure and buoyant force unit) success and metaphoric perception towards physics

THE EFFECT OF ACTIVITIES BASED ON POE (PREDICT-OBSERVE-EXPLAIN) METHOD ASSISTED WITH GAMES ON 10th GRADE STUDENTS' PHYSICS (PRESSURE AND BUOYANT FORCE UNIT) SUCCESS AND METAPHORIC PERCEPTION TOWARDS PHYSICS The purpose of this research is to investigate the effect of POE (predict-observe-explain) method assisted with games on 10th grade students' Physics lesson (pressure and buoyant force subjects) and metaphoric perceptions towards Physics. This study was conducted on Vocational and Technical Anatolian High School's 10th grade Informatics and Electric- Electronic Department students during the Fall term of 2018-2019 Education year. There are 32 participants in this study. 17 of the participants are students in Informatics Department while 15 of them are students in Electric – Electronic Department. In this study, achievement scale of pressure and buoyant force subjects aiming to measure students' success prepared by the researcher, metaphoric perceptions form scale consists of 15 items aiming to explore students' metaphoric perceptions towards Physics lesson, and six questioned structured interview form aiming to learn students' thoughts about the process were used as data collection tools. The study completed in eight weeks in accordance with the curriculum. In this study, pre-test – post-test research design was used for both experimental and control groups. Differences between pre-test and post-test of pressure and buoyant force success scale were analysed in SPSS programme. In assessment, ANOVA and ANCOVA tests were used to compare data of control and experimental groups. To make intergroup comparison dependent groups' t-test was used. In addition, content analysis technique was used to analyse qualitative data. Both groups were applied open-ended questions scale of pressure and buoyant force units before applications started. When data was analysed, there was a significant difference between students' pre-test achievement mean scores in favour of the experimental group. Besides, it was found that experimental group's students had higher mean scores of success scale than control group's students in the analysis which were conducted after the applications done (p<.05). At the end of the process, it was noticed that both the experimental group and the control group's success scores increased (p<.05). The results gathered from students' metaphoric perceptions towards Physics lesson were categorized as favourable and unfavourable. It was found that while there was no differences in the control group students' perceptions, there was a difference from unfavourable to favourable in the experimental group's participants' perceptions. When structured interviews conducted with experimental group were analysed, participants stated that they were contented with the applied method and they also added that both Physics lesson's other subjects and the other lessons should be taught in this way. To apply this method, it is suggested that not only the classroom environment should be arranged but also teachers should be given in-service training. It is thought that student-centered applications should be performed in learning environments in order to increase students' physical achievement and reduce their negative perceptions towards physics. Keywords: Physics, achievement, metaphoric perceptions, game, POE, pressure and buoyant force