Abstract

This study aims to explain how high school students’ misconceptions, cognitive engagement, and self-regulated learning levels change when using interactive e-books based on the prediction, observation, and explanation method for heat and temperature topics. It also aims to examine how the features of interactive e-books support eliminating misconceptions, cognitive engagement, and self-regulated learning. An explanatory mixed method was conducted with 31 high school students in this direction. The misconception detection test, self-regulated learning scale, cognitive engagement scale, and focus group interviews were used as data collection tools. The study found a significant difference between high school students’ misconceptions, cognitive engagement, and self-regulated learning levels before and after using interactive e-books based on the prediction, observation, and explanation processes. It was revealed that the interactive e-book is grounded on a specific learning method, covering different multimedia materials, providing critical applications related to the concepts discussed, providing students with a sense of managing their learning process, and allowing observations on examples from everyday life. The study concluded that these characteristics make it easier for the students to understand the differences between different concepts and support cognitive engagement and self-regulated learning.

Keywords: Interactive e-book, Self-regulated learning, Cognitive engagement, Eliminating misconceptions, E-book

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Copyright © 2025 The Author(s). This is an open access article distributed under the Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is properly cited.

How to cite

Çırakoğlu, N., Reisoğlu, İ., & Eryılmaz Toksoy, S. (2025). Examining Prediction Observation Explanation Method based Interactive e-books in terms of High School Students’ Misconceptions, Self-Regulated Learning, Cognitive Engagement. Education and Science, 50(221), 121-142. https://doi.org/10.15390/EB.2025.13048