Minimizing Misconceptions: Designing an Electrical and Magnetic Syllabus for Prospective Elementary School Teachers Using Predict Observe Explain-Conceptual Change Text (POE-CCT)

This study aims to 1) Obtain empirical data on the needs analysis for
developing electrical and magnetic learning devices using the
Predict-Observe-Explain (POE) approach assisted by Conceptual
Change Text (CCT), and 2) Gather comprehensive information on
designing a syllabus for electricity and magnetism using POE
assisted by CCT. This qualitative research focuses on the define and
design stages of the 4D model and involves 30 second-semester
students from the Elementary School Teacher Education Study
Program, including 6 men and 24 women, enrolled in the Basic
Science Concepts course. Data collection methods included
interviews to develop and validate a product based on needs
analysis, such as graduate learning outcomes related to the course,
relevant study materials, learning methods, time allocation, learning
resources, references, learning media, and assessment criteria. The
data was analyzed using content analysis techniques. The findings of
this study confirm that 1) A learning tool using the POE-CCT
approach is necessary to reduce misconceptions among prospective
elementary school teachers, particularly in understanding the
domains of electricity and magnetism, which are conceptually
complex. The designed syllabus aims to address these
misconceptions by incorporating POE learning tools assisted by CCT.
This includes stages where students predict outcomes and reasons,
observe and record their findings, and explain their observations
followed by class discussions. 2) The syllabus development stage,
based on needs analysis, results in POE learning tools with CCT
assistance that promote independent prediction, observation, and
explanation. This structured approach enhances active engagement,
deeper understanding, and conceptual refinement through
collaborative discourse, promising improved comprehension and
retention of complex scientific concepts in the classroom