Abstract

Before learning scientific concepts, students already have pre-scientific concepts. How to facilitate smooth concept transformation for students is a key question. The POEVC model employs five teaching steps: Prediction, Observation, Explanation, Visualization, and Comparison. This model guides students in constructing knowledge and completing concept transformation. By incorporating information tools such as online learning platforms, virtual laboratories, and video animations into each step of the POEVC model, the course can progress more efficiently and systematically. Based on this, the study designs an information technology-based science course, with the theme of "rusting iron," using the POEVC model and applies it in practice to examine its effect on concept transformation. The results of the study demonstrate that science course based on the POEVC model fully engage students and stimulate their motivation to learn, effectively helping them transform misconceptions and establish scientific concepts. This research provides practical guidance for front-line science teachers and researchers.

Citation

Zhu, F. (2024). How to promote students' scientific concept transformation? Information course design and implementation based on POEVC model. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 993-1002). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/224077/.

© 2024 Association for the Advancement of Computing in Education (AACE)

Keywords

• Instructional Design