Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

Çoştu, Bayram; Ayas, Alipaşa; Níaz, Mansoor

doi:10.1007/s11251-011-9169-2

Cited by 70 publications

(55 citation statements)

References 61 publications

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“…Lastly, we suggest here that the success of the preservice physics teachers was mainly arisen from the fact that the PDEODE*E tasks helped them to evaluate their prior knowledge and to re-check their ideas within their groups or whole-class"s discussions and to construct new concept in their minds especially by using exploration sheet known as conceptual change model proposed by Posner, Strike, Hewson, & Gertzog 5,8,20. Hence, we suggest that ICI model with PDEODE*E tasks should be utilized to promote conceptual change.…”

Section: Conclusion and Suggestionsmentioning

confidence: 98%

Promoting Conceptual Understanding on Magnetic Field Concept Through Interactive Conceptual Instruction (ICI) with PDEODE*E Tasks

et al. 2017

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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.

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Section: Conclusion and Suggestionsmentioning

confidence: 98%

Promoting Conceptual Understanding on Magnetic Field Concept Through Interactive Conceptual Instruction (ICI) with PDEODE*E Tasks

et al. 2017

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“…One possible reason for this improvement is that the students used the cycle-mode POE method to solve the scientific problem, which provided more self-correction and self-adjustment opportunities to students and helped them to gradually eliminate scientific misconceptions (Chen et al, 2013;Pedaste et al, 2015). Moreover, the POE strategy helped the students to achieve better conceptual understanding of the scientific concepts (Coştu et al, 2012). The students' learning effects also improved throughout the repeated POE process (Chen et al, 2013;Pedaste et al, 2015).…”

Section: Students Achieved Significantly Better Learning Performancesmentioning

confidence: 99%

A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students’ Learning Performance in Science Courses

Hsiao

Chen

Hong

et al. 2017

EURASIA J MATH SCI T

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A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental design study was conducted to examine whether the students who used the FPOEIL model only had better learning performances than those who used FPOEIL with RGTL or CL. This study adopted purposive sampling, selecting 123 fourth grade students. The experimental process was conducted during five weeks. It was found that the FPOEIL model improved the students' learning performance. Moreover, the low prior knowledge students who learned science using FPOEIL with RGTL or CL had better learning performances than those who learned using the FPOEIL model only, and the effectiveness showed no significant differences between the low prior knowledge students and the high prior knowledge students. Using the FPOEIL model, the positive effects were intensified in the continuous inquiry-based learning activities and feedback-correction process for the students learning science. The RGTL approach helped the students find, remember, and comprehend scientific knowledge. In the CL process, the students spent more time discussing how to integrate clues to answer the science question.

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“…The final step is to explain and compare the result from their exploration and hypothesis. In the reference, Costu only explains the steps for PDEODE [6][7][8][9][10]. The additional explanation for E* as "Exploration" is the result of the development from Samsudin and team [5].…”

Section: Research Theorymentioning

confidence: 99%

Analyzing educational university students’ conceptions through smartphone-based PDEODE*E tasks on magnetic field in several mediums

Zulfikar

Girsang

Saepuzaman

et al. 2017

AIP Conference Proceedings

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Abstract.Conceptual understanding is one of the most important aspects in the study of Physics because of it useful to understand principles behind certain phenomenon which happened. An innovative method was needed to strengthen and enhance student's conceptual understanding, especially regarding the abstract subject such as magnetic field. For this reason, worksheet and exploration sheet based on PDEODE*E (Predict, Discuss, Explain, Observe, Discuss, Explore, and Explain) that uses Gauss Meter application as the smartphone technology has been designed to answer the problem. The magnetic field strength in different mediums is the physics subject which covered in this research. The research was conducted with the aim to know how effective smartphone technology-based PDEODE*E could be implemented as a physics learning strategy. The result of this research shows that students could show improvements in conceptual understanding that shown by the conclusion that was constructed during the learning process. Based on this result, PDEODE*E could become a solution to strengthen students' conceptual understanding regarding physics subject, especially those that requires abstract thinking. This result also has shown that the application ofsmartphone technology could be used to support physics learning processes in the classroom, such as Gauss Meter in this research which used to measure the magnetic field, Light Meter which could be used in the concept of light, and Harmonicity Meter for the context of the sound wave.

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Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

Cited by 70 publications

References 61 publications

Promoting Conceptual Understanding on Magnetic Field Concept Through Interactive Conceptual Instruction (ICI) with PDEODE*E Tasks

Promoting Conceptual Understanding on Magnetic Field Concept Through Interactive Conceptual Instruction (ICI) with PDEODE*E Tasks

A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students’ Learning Performance in Science Courses

Analyzing educational university students’ conceptions through smartphone-based PDEODE*E tasks on magnetic field in several mediums

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