Evaluation of POE and instructor-led problem-solving approaches integrated into force and motion lecture classes using a model analysis technique

This study aims to investigate the use of the predict–observe–explain (POE) approach integrated into large lecture classes on forces and motion. It is compared to the instructor-led problem-solving method using model analysis. The samples are science (SC, N = 420) and engineering (EN, N = 434) freshmen, from Prince of Songkla University, Thailand. Research findings from the force and motion conceptual evaluation indicate that the multimedia-supported POE method promotes students' learning better than the problem-solving method, in particular for the velocity and acceleration concepts. There is a small shift of the students' model states after the problem-solving instruction. Moreover, by using model analysis instructors are able to investigate students' misconceptions and evaluate teaching methods. It benefits instructors in organizing subsequent instructional materials. (paper)