The effect of science teaching based on POE strategy on the academic achievement and attitudes of secondary school students in the distance education process

In this study, it is aimed to determine the effect of science teaching based on POE (Prediction-Observation-Explanation) strategy of 5th grade students on their academic achievements and attitudes towards the course in the distance education process. Experimental design was used in the research, and an approach in which the experimental and control groups took place and pre-test and post-test applications were applied to the groups was exhibited. The sample of the research is the 2020-2021 academic year, in a state secondary school in Bursa province, Nilüfer district, a class with 36 students as the experimental group and another class with 36 students as the control group, a total of 72 fifth grade students in two branches. class student. Questionnaire form was used as data collection tool in the research. SPSS 20 statistical program was used to analyze the data of the research. The comparison of the pre-test scores and post-test scores of the students in the experimental and control groups was made with the Mann Whitney U Test. The Wilcoxon Sign Test was used to examine the changes in the pre-test and post-test scores over time, separately for the Experimental and Control groups. The data of the research were analyzed at 95% confidence level. As a result, it can be stated that the achievement scores of the students in the group where the curriculum is taught with POE strategy-based teaching and the students in the group where the curriculum is taught with normal methods have improved. In addition, it was determined that the success of the students in the group in which the curriculum was taught with POE strategy-based teaching improved more than the success scores of the students in the group in which the curriculum was taught with normal methods. In addition, it was concluded that the attitudes of the students towards the science lesson in general were independent from the teaching of the curriculum with POE strategy-based teaching and the teaching of the MEB curriculum with normal methods.