# The Effect of Flipped Classroom Integrated with the POEWSQ Learning Model on Programming Learning
## 2 Literature Review
### POE Inquiry-Based Learning Model  
The POE inquiry-based learning model is an instructional strategy proposed by [PERSON] and [PERSON] (1992) that consists of three phases: prediction, observation, and explanation. First, in the prediction phase, students need to use their prior knowledge to predict events and explain the reasons for them. When students make predictions and give reasons, they need to show their basic ideas about these concepts, which not only stimulates their curiosity about the answers to the questions but also makes them more focused on the lesson, thus positively affecting their learning motivation in the observation phase, when teachers should provide direct and concrete content and give students enough time to make observations; in the final phase, the explanation phase, which is regarded as more difficult, teachers should guide students in explaining to themselves the gaps between their predictions and their actual observations, and help them to explore the differences in ideas and explanations, without criticizing them [18; 47; 48]. Many studies have pointed out that POE inquiry-based learning model is effective in improving students' learning effectiveness. The following is a list of relevant studies that have adopted the POE inquiry-based learning model:  
1. [PERSON] et al. [49] designed a POE-based inquiry-based learning website to teach students the concepts of lunar science. In the prediction phase, students are guided to think critically through questions; in the observation phase, the website provides videos and web resources to help students explain their predictions; in the explanation phase, students are guided to understand the principles through real-life examples, and, if they are still unable to answer the question correctly, the system will provide the correct answer. The results showed that the method effectively enhanced students' critical thinking skills and self-confidence.
2. [PERSON] et al. [50] proposed a concept mapping-based POE inquiry learning with flipped learning. During the pre-lesson period of flipped learning, students conducted a prediction activity by creating a concept map; during the classroom session, the teacher answered students' questions and clarified students' ambiguous concepts about the content of the instructional video. Afterward, students conducted experiments using the revised concept maps, observed the phenomena, and explained the results.  
The POE inquiry-based learning model has several benefits, including helping teachers understand students' initial ideas and perspectives, capturing students' thought processes and levels of understanding, facilitating discussion among students, encouraging active exploration and understanding of new concepts, and stimulating their interest in investigating the problem further [51]. The POE inquiry-based learning process also shows how students deal with conflicting concepts, including adjusting or reframing concepts to synthesize new ones [47]. Some studies have shown that the POE learning model can improve problem-solving [22] and self-efficacy [23]. Therefore, by combining the WSQ with the POE, this study proposes the POEWSQ (Prediction-Observation-Explanation-Watch-Summary-Question) learning model. The POE learning activities allow students to make predictions about the learning content before learning, actively explore the learning content, and analyze and compare the differences between the learning content and their predictions to stimulate the ability to reflect and think critically and improve self-efficacy. Then, the WSQ learning activities help students gain a deeper understanding of the learning content. The POEWSQ learning model will solve the problem of students' self-efficacy deficiency in the WSQ learning model.