We constructed the PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of the classical POE (Predict-Observe-Explain) activity, to promote conceptual change, and investigated its effectiveness on student understanding of the evaporation concept. The sample consisted of 52 first year students in a primary science education department. The students' ideas were revealed by a test consisting of eight questions. The PDEODE teaching strategy was designed on the basis of the students' preconceptions. Conceptual change in students' understanding of evaporation was evaluated by administering the same test as pre-, post and delayed post-test. The test scores were analyzed by both qualitative and quantitative methods. Statistical analysis using general linear model repeated measures of student test scores point to statistically significant differences in pre-, post-, delayed post tests and total scores (p<0.05), suggesting that the strategy helped students to achieve a better conceptual understanding. Further, no statistically significant differences were observed between post-test and delayed post-test scores, suggesting that teaching strategy enabled students to retain their new conceptions in their long-term memory.

Cataloged from PDF version of article.This article reports on the development of a Predict–Observe–Explain, POEbased\ud teaching strategy to facilitate conceptual change and its effectiveness on student\ud understanding of condensation. The sample consisted of 52 first-year students in primary\ud science education department. Students’ ideas were elicited using a test consisting of five\ud probe questions and semi-structured interviews. A teaching activity composed of three\ud Predict–Discuss–Explain–Observe–Discuss–Explain (PDEODE) tasks was employed,\ud based on students’ preconceptions identified with the test. Conceptual change in students’\ud understanding of condensation was evaluated via a pre-, post-, and delayed post-test\ud approach and students’ interviews. Test scores were analyzed using both qualitative and\ud quantitative methods. The findings suggested that the strategy helps students to achieve\ud better conceptual understanding for the concept of condensation and enables students to\ud retain these new conceptions in their long-term memory

The aim of this study was to investigate effectiveness of PDEODE (Predict-DiscussExplain-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.

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Research in science education has recognized the importance of teaching atomic structure within a history and philosophy of science perspective. The objective of this study is to evaluate general chemistry textbooks published in Turkey based on the eight criteria developed in previous research. Criteria used referred to the atomic models of Thomson, Rutherford and Bohr and twenty-one textbooks (published between 1964 and 2006) were analyzed. Results obtained showed that none of the textbooks explained satisfactorily that: a) Thomson's experiments on cathode rays were conducted to clarify the controversy with respect to the nature of cathode rays, that is, charged particles or waves in the ether; b) The rivalry between Rutherford's hypothesis of single scattering based on a single encounter and Thomson's hypothesis of compound scattering led to a bitter dispute; c) Bohr had not even heard of the Balmer and Paschen formulae for hydrogen line spectrum when he wrote the first version of his article; and d) Bohr's model was based on an inconsistent foundation in which he 'grafted' Planck's 'quantum of action' on to Maxwell's electrodynamics. Some textbooks explained satisfactorily that: a) Rutherford's model of the atom had to compete with that of Thomson; and b) Bohr's main objective was to explain the paradoxical stability of the Rutherford model. It is concluded that the inclusion of historical reconstructions of atomic structure in Turkish general chemistry textbooks can provide students with a better appreciation of the dynamics of scientific progress.

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We constructed Interactive Conceptual Instruction (ICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore*, and Explain) for promoting the pre-service physics teachers" understanding on magnetic field. The ICI model consists of four phases; 1) Conceptual focus 2) Use of texts 3) Research-based materials (PDEODE*E tasks) 4) Classroom interactions. The ICI of teaching model has been implemented to seven Physics students who were re-taking (take the course for second times) in the Basic Physics II course as a pilot study. A Field Conceptual Change Inventory (FCCI) comprised of 15 three-tier test items was administered to seven pre-service physics teachers. Students" ideas were elicited by using FCCI and students" worksheets regarding PDEODE*E tasks. The test and worksheet were analyzed in qualitative way. An analysis of collected data has mainly focused on magnetic field conceptions with its subordinate concepts such as magnetic interaction in variety of mediums, magnetic swing (Lorentz law) and rotating magnetic field (Eddy"s current). This study concluded that the students' conceptual understanding of the magnetic field increases but a few misconceptions still occurred in seven students" minds.