Effects of Predict-Observe-Explain Strategy on Conceptual Change and Achievement of Junior Secondary II Students in Basic Science and Technology in Jos, Nigeria

Adebayo, F., & Olufunke, B. T. (2015). Generative and Predict–Observe–Explain instructional strategies towards enhancing basic science practical skills. International Journal of Elementary Education, 4(4), 86–92. Alfiyanti, I. F., Jatmiko, B., & Wasis. (2020). The effectiveness of the Predict–Observe–Explain model with PhET to improve critical thinking skills. Studies in Learning and Teaching, 1(2), 76–85. Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61–82). Routledge. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12. Federal Ministry of Education. (2022). National policy on education (7th ed.). Federal Ministry of Education. Gustina, R., Hastuti, I. D., Nizaar, M., & Syaharuddin, S. (2023). Predict–Observe–Explain learning model: A meta-analysis. Jurnal Kependidikan, 9(2), 706–718. Halim, L., Meerah, T. S. M., & Bakar, K. A. (2020). Inquiry-based learning and conceptual understanding in science education: Evidence from classroom intervention studies. Journal of Science Education Research, 15(2), 45–60. Iji, C. O., & Abah, J. A. (2017). Gender differences in students’ achievement and interest in mathematics and science education. Journal of Science and Mathematics Education, 10(1), 45–56. Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2016). Females' enrollment and completion in STEM MOOCs in relation to gender equality in their countries of origin. American Educational Research Journal, 55(6), 1408–1437. Kearney, M., & Treagust, D. F. (2001). An investigation of the classroom use of prediction– observation–explanation computer tasks designed to elicit and promote discussion of students’ conceptions. Journal of Science Education and Technology, 10(4), 329–346. Kendeou, P., Walsh, E. K., Smith, E. R., & O’Brien, E. J. (2014). Knowledge revision processes in comprehension: Theoretical perspectives and educational implications. Educational Psychologist, 49(1), 56–77. Kibirige, I., & Tsamago, H. (2019). Enhancing learners’ conceptual understanding through Predict–Observe–Explain instructional strategy in science education. Lin, S. Y., Yen, S. C., Liang, J. C., Chiu, M. H., & Guo, C. J. (2016). Examining conceptual change in science learning: A meta-analysis. Educational Research Review, 17, 77–93. Mortimer, E. F., & Scott, P. H. (2003). Meaning-making in secondary science classrooms. Open University Press. Nigerian Educational Research and Development Council. (2020). Basic science and technology curriculum for junior secondary schools. NERDC Press. Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. Potvin, P., & Hasni, A. (2019). Interest, motivation and attitude towards science and technology at K–12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 55(1), 85–129. Sakyi-Hagan, N. A. (2023). Effects of Predict–Observe–Explain instructional strategy on students’ conceptual understanding in science. International Journal of Science Education, 45(8), 1034–1051. Sinatra, G. M., & Kienhues, D. (2017). Conceptual change learning and education. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 477–490). Cambridge University Press. Taber, K. S. (2018). Science education: An overview. Routledge. Treagust, D. F., & Duit, R. (2022). Conceptual change in science education: Research and implications for teaching. International Journal of Science Education, 44(4), 561–578. Ugwuanyi, C. S., Eryilmaz, A., & Pietsch, M. (2026). Gender equity and science achievement in learner-centred classrooms. Journal of Educational Research, 119(2), 145–160. United Nations Educational, Scientific and Cultural Organization. (2017). Cracking the code: Girls’ and women’s education in science, technology, engineering and mathematics . UNESCO Publishing. United Nations Educational, Scientific and Cultural Organization. (2021). Bridging gender gaps in STEM education. UNESCO Publishing. Vosniadou, S. (2019). The development of students’ conceptual understanding in science. In International Handbook of Research on Conceptual Change (2nd ed.). Routledge. Vosniadou, S. (Ed.). (2013). International handbook of research on conceptual change (2nd ed.). Routledge. White, R., & Gunstone, R. (1992). Probing Understanding. Falmer Press.