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

Abstract

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.

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