Abstract:
This paper focuses on the use of multimedia-based predict-observe-explain (POE) tasks to facilitate
small group learning conversations. Although the tasks were given to pairs of students as a diagnostic
tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity
for students. The study adopted a social constructivist perspective to analyse and interpret the
student's conversations, focussing on students' articulation and justification of their own science
conceptions, clarification of and critical reflection on their partners' views and negotiation of new,
shared meanings. Two senior science classes participated in this interpretive study. Data sources
were mainly qualitative and included audio and video recordings of students' small group discussions
at the computer interviews with selected students and their teachers, classroom observations,
and student surveys. Findings indicate that the computer-based POE tasks supported students' peer
learning conversations, particularly during the prediction reasoning and observation stages of the
POE strategy. The increased level of student control of the POE tasks. combined with the multimedia
nature of the program initiated quality peer discussions. The findings have implications for authentic
technology-mediated learning in science.
