The Effect of Predict-Observe-Explain Strategy on Learners’ Misconceptions about Dissolved Salts

Israel Kibirige · Joseph Osodo · Kedibone Magdeline Tlala

50 citations0/0 files storedMediterranean Journal of Social Sciences

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Science Education and Pedagogy Educational Methods and Outcomes Science and Education Research

Abstract

The effect of teaching and learning strategies on learners’ performance is important in science education. This study explored the effect of the Predict-Observe-Explain (POE) strategy on Grade 10 Physical Sciences learners’ misconceptions on how salt dissolves in water. A quasi-experimental design was employed in collecting data from South Africa. A t-test and Analysis of Co-variance (ANCOVA) were used to analyse the data. The results show that learners in the experimental group (EG) taught using POE performed better in the post-test than their counterparts in the control group (CG) taught using traditional methods. Also, two new misconceptions were identified, namely: 1) salts dissolve in water when it is in ‘fine’ grains; and, 2) solid sodium chloride is not an ionic compound. These results highlight the need for educators and curriculum developers to include various elements of POE in the curriculum as a model for conceptual change in teaching science. DOI: 10.5901/mjss.2014.v5n4p300

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1999Communities of practice learning, meaning, and identity 1962Thought and language 1982Accommodation of a scientific conception: Toward a theory of conceptual change 2014Probing Understanding 1996Worldview theory and conceptual change in science education 1981A Conceptual Change Approach to Learning Science 1983Effect of instruction using students' prior knowledge and conceptual change strategies on science learning 1989Metalearning and conceptual change

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2021Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning 2018The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

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