Effect of PDEODE Teaching Strategy on Turkish Students' Conceptual Understanding: Particulate Nature of Matter

Abstract

The aim of this study is to determine the effect of activities developed in accordance with PDEODE teaching strategy on students' understanding of the particulate nature of matter. The sample of the study consists of the first grade students who study in the Primary School Teacher Education Program. In order to determine the conceptual change on students a test consisting of 8 questions was applied to the sample. This test was applied as pre-test, post-test and delayed post-test. The difference between the measurements was found statistically significant (p<0.05). This result shows that the treatment promotes the conceptual change and enhances students' conceptual understanding. As a result of a post-hoc test (Tukey HSD test) it was established that there is a statistically significant difference between the means of pre-test and post-test, and pre-test and delayed test (p<0.05), there isn't a significant difference between the means of post-test and delayed test (p>0.05).

The Effectiveness of Predict-Explain-Observe-Discuss-Explain (PEODE) Based Laboratory Work Activities on Pre-Service Science Teachers’ Science Process Skills

“…For instance, one type of the enriched discussions with POE, i.e. PDEODE, where there were additions of discussions before and after the observation phase (Coştu, 2008;Coştu et al, 2010;2012;Demircioğlu, 2017) indicated similar results to another type of the enriched discussion with POE, i.e. PEODE, used in this research.…”

“…In this respect, the whole POE-based approach made positive contributions to the development of scientific process skills. However, unlike the POE, the alternative method contributed to the fact that pre-service science teachers in the experimental group were inquired and pondered their thoughts by reviewing the different thoughts of the students in the experimental group (Coştu, 2008;Coştu et al, 2010;2012;Demircioğlu, 2017).…”

“…The POE enriched with discussions was first introduced to the literature as PDEODE (Prediction-Discussion-Explanation-Observation-Discussion-Explanation), supported by discussions before and after the "Observation (O)" phase of the POE. It has been used to promote conceptual change (Asyhari & Hariyanti, 2020;Coştu et al, 2010;2012;Demircioğlu, 2017), but not utilized enough to enhance laboratory works.…”

The Thinking Frames Approach: a case study of inclusion using student‐generated multiple‐representations

“…After observing the outcome of the demonstration, they return to their group to revise their explanations. This section of the lesson follows the Predict-Discuss-Explain-Observe-Discuss-Explain strategy (PDEODE) (Demircioglu, 2017) as students work in their small group of peers to build verbal scientific explanations based on their observations. Teacher questioning encourages them to apply the scientific ontological model to the observed phenomenon.…”

Modelleri̇n Okuma- Yazma- Uygulama Yöntemi̇ Ve Yedi̇ İlke İle Uygulanmasinin Maddeni̇n Taneci̇kli̇ Yapisi Ve Yoğunluk Konularinin Kavramsal Anlaşilmasina Etki̇si̇

“…Bu bakımdan literatüre fayda sağlanacağı düşünülmektedir. MTY'nin anlaşılması amacıyla birçok çalışma yürütülmüştür (Cengiz, 2018;Demircioğlu, 2017;Demircioğlu ve diğer., 2012;Jaber ve Boujaoude, 2012;Kırbulut ve Beeth, 2011;Kirman Bilgin, Demircioğlu Yürükel ve Yiğit, 2017;Naah ve Sanger, 2013;Özmen, 2011a;Philipp ve diğer., 2014;Smith ve Villareal, 2015). Bu çalışmaların birçoğunda kavram yanılgılarının değişime karşı dirençli olduğu ve yapılan uygulamalardan sonra da devam ettiği belirlenmiştir.…”