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

Autor/in	Demircioglu, Hülya
Titel	Effect of PDEODE Teaching Strategy on Turkish Students' Conceptual Understanding: Particulate Nature of Matter
Quelle	In: Journal of Education and Training Studies, 5 (2017) 7, S.78-90 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Teaching Methods; Concept Formation; Scientific Concepts; Science Instruction; Elementary School Science; Teacher Education Programs; Elementary School Teachers; Pretests Posttests; Program Effectiveness; Discussion (Teaching Technique); Observation; Preservice Teachers; Intervention; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Türkei
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). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01