Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations.

By B. Coştu. 2008

88 citations recorded by the source corpus.

The aim of this study was to investigate effectiveness of PDEODE (Predict-Discuss- Explain-Observe-Discuss-Explain) teaching strategy in helping students make sense of everyday situations. For this, condensation concept was chosen among many science concepts since it is related to many everyday-life events. Forty-eight eleventh graders students were involved in this study. In order to assess students’ application of their knowledge to problem solving in everyday situations, a test including two everyday problems were presented to them as pre- and post-test. As an intervention phase, two PDEODE tasks were utilized to teach condensation. The test scores were analyzed both qualitative and quantitative methods. Statistical analysis using paired t-test of student test scores point to statistically significant differences in tests and total scores (p<0.05) suggesting that the PDEODE teaching strategy either facilitates students to help students make sense of everyday situations or helps students to achieve better conceptual understanding for the concept of condensation.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/893d65ac22cae8fba8b03a73a33858bfbe3e7d47

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1. Michelle J. Barthlow
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Citations in the corpus

• The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “32 changes (Coştu, 2008) , and gases (Bodner, 1991; Treagust, et al, 2010).”