EXPLORING THE EFFECTS ON FIFTH GRADERS’ CONCEPT ACHIEVEMENT AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS: APPLYING THE PREDICTION-OBSERVATION-EXPLANATION INQUIRY-BASED LEARNING MODEL IN SCIENCE EDUCATION

The inquiry-based learning model can facilitate students’ understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to about the nature process knowledge in science education. However, whether “prediction-observation-explanation” (POE) fifth graders’ concept achievement and SEBs education has not been extensively studied. This study selected unit Light Refraction explore effects POE on SEBs. Test Epistemological Beliefs measurement were applied two groups prior following experiment. experimental group (N=86) participated learning, whereas control (N=88) without learning. results revealed a significant difference between groups, with learners performing better than achievement. In addition, showed positive learners’ scales Source Certainty. Findings suggested that achieved achievements approach which pointed certain implications for teaching, as well future instructors. Keywords: model, light refraction, prediction-observation-explanation, education,