Predict-observe-explain science activities in the junior high classroom : a qualitative inquiry

Abstract

This thesis is a qualitative study of how two junior high school teachers used Predict-Observe-Explain activities. These activities are based on the constructivist theory of learning.

An historical perspective of science teaching as well as the evolution of the constructivist theory and Predict-Observe-Explain activities are presented.

One of the teachers studied, who had previously been exposed to the theory of constructivism, demonstrated an understanding of and a commitment to this theory in her use of the Predict-Observe-Explain activities. Her concerns involved closure and time.

The other teacher intuitively recognized the Predict-Observe-Explain activities as being easily adaptable to his current science curriculum. This teacher began to recognize some of the unique features of the constructivist materials. He indicated a concern regarding students focussing in on incorrect answers during the prediction and explanation stages of the Predict-Observe-Explain activities.