Hüseyin Miraç Pektaş, Harun Çelik, Orhan Karamustafaoğlu

POE Activity Enriched with Augmented Reality: Conceptual Change on Pressure in Liquids

Introduction

Poe activity enriched with augmented reality: conceptual change on pressure in liquids. Explore conceptual change in liquid pressure among teacher candidates using Augmented Reality (AR) enriched Prediction, Observation, Explanation (POE) activities. Study shows significant improvement.

Abstract

An experiment thought to be simple is included in various textbooks to test the accuracy of the principle that as the depth of the liquid increases, the pressure it exerts on the surface increases. The enriched prediction, observation, and explanation (POE) strategy was used by combining 3D animations with the interaction, convenience, and three-dimensional visualization of augmented reality (AR) to eliminate this misconception, which is still common today. Thus, this study aimed to perceive a conceptual change in teacher candidates regarding the pressure of liquids. The findings showed that teacher candidates made mistakes in the Prediction stage of POE. It was determined that the candidates observed the distances taken horizontally through their activities during the Observation stage, commented on how the distances changed, and perceived their mistakes. The Explanation stage of POE showed that teacher candidates became aware of the discrepancy between their predictions and observations, which prompted them to think. In this respect, it can be said that establishing the depth context in liquid pressure through the path taken by the fluid moving in the form of a horizontal launch through a small hole opened on the side surface of a cylindrical bottle provides a significant conceptual change. The conceptual change of the candidate teachers was significantly improved in a positive way, and the contradiction between their predictions and observations was eliminated by discussion

Review

This paper, "POE Activity Enriched with Augmented Reality: Conceptual Change on Pressure in Liquids," presents an intriguing and timely investigation into the efficacy of integrating Augmented Reality (AR) with the Prediction, Observation, and Explanation (POE) instructional strategy to address persistent misconceptions about pressure in liquids. The study's focus on teacher candidates is particularly pertinent, as their foundational understanding directly impacts future students' learning. The abstract clearly articulates the problem of common misconceptions regarding liquid pressure and proposes an innovative pedagogical approach to foster conceptual change, setting a promising premise for the research. A significant strength of this work lies in its methodological innovation, leveraging AR's interactive, convenient, and three-dimensional visualization capabilities to enrich the POE framework. The abstract effectively highlights how this enriched POE strategy facilitates a deeper understanding, particularly noting the teacher candidates' progression through the stages: identifying initial misconceptions in the Prediction stage, observing empirical evidence during the Observation stage, and finally developing an awareness of the discrepancy in the Explanation stage. The reported "significant conceptual change" and the successful elimination of contradictions between predictions and observations underscore the potential of this AR-enhanced approach in promoting robust conceptual understanding, particularly through the clever use of a horizontal launch experiment to establish the depth context. While the abstract provides a compelling overview, further details in the full manuscript would undoubtedly enhance its impact and replicability. It would be beneficial to understand the specific AR components developed and how they precisely interacted with each stage of the POE activity. Additionally, clarity on how "conceptual change" was quantitatively measured and assessed would strengthen the claim of significant improvement. While the positive outcomes are encouraging, the abstract does not mention if a control group or comparison to traditional POE was employed, which could further contextualize the efficacy of the AR enrichment. These clarifications would allow for a more comprehensive evaluation of the study's findings and its potential for broader application in science education.

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