PREDICT-OBSERVE-EXPLAIN (POE): A QUASI-EXPERIMENTAL STUDY TO ASSESS THE IMPACT OF POE ON CONCEPTUAL UNDERSTANDING, SELF-EFFICACY, AND INTEREST IN INTRODUCTORY GEOLOGY

Predict-Observe-Explain (POE) is an inquiry-based pedagogy that has been implemented in physics, atmospheric sciences, and chemistry. Previous literature suggests the POE pedagogy is useful for facilitating conceptual change, providing an opportunity for students to confront their conceptions, collaborate with peers, and revise their mental models. Previous research found the POE pedagogy increases student conceptual understanding, self-efficacy, and interest in the geosciences. The present study is quasi-experimental, adding a comparison group from a similar four-year, public, Midwestern University. The treatment group (n=46) participated in both clicker questions and the 15 POE activities implemented in student pairs. The control group (n=85) only participated in clicker questions. A pre- and post-instruction survey was administered during the first and last week of classes, consisting of three previously validated instruments: Geoscience Concept Inventory (GCI), Motivated Strategies of Learning Questionnaire (MSLQ), and Student Perceptions about Earth Science Survey (SPESS). A mixed-design ANOVA revealed significant improvement on the GCI, F(1,129) = 41.33, p<.001, η_p²=.243, overall, indicating both groups had significant gains on conceptual understanding. There was a significant interaction between groups on the SPESS sub-scales for Personal Interest, F(1,129)=6.15, p<.014, η_p²=.045, and Human Science Interaction, F(1,129)=5.268, p<.023, η_p²=.039, and the MSLQ sub-scale for Self-Efficacy, F(1,129)=53.11, p<.001, η_p²=.292. These results suggest that engaging in POE activities in introductory geology promote students’ interest and appreciation for the human-science connection, and help students maintain their self-efficacy. The increase in student interest, appreciation for human-science connection, and self-efficacy leads one to believe that the POE pedagogy has potential to increase student participation and retention in the geosciences.