Learning science through the PDEODE teaching strategy: Helping students make sense of everyday situations

Eurasia Journal of Mathematics, Science and Technology Education

Volumn 4, Issue 1, 2008, Pages 3-9

  Coştu, Bayram ^a  

^a KARADENIZ TECHNICAL UNIVERSITY   (Turkey)

Author keywords

Conceptual change; Condensation; Everyday life experiences; PDEODE; Teaching strategy

Indexed keywords

EID: 40749162311     PISSN: 13058215     EISSN: 13058223     Source Type: Journal    
DOI: 10.12973/ejmste/75300     Document Type: Article

References (27)

1. Abraham, M.R., Williamson, V.M., and Westbrook, S.L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165.
2. Bar, V. and Travis, A.S. (1991). Children's views concerning phase changes. Journal of Research in Science Teaching, 28, 363-382.
3. Başer, M. F. (2006). Fostering conceptual change by cognitive conflict based instruction on students' understanding of heat and temperature concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 96-114.
4. Campbell, B. and Lubben, F. (2000). Learning science through contexts: Helping pupils make sense of everyday situations. International Journal of Science Education, 22(3), 239-252.
5. Case, M.J. and Fraser, D.M. (1999). An investigation into chemical engineering students' understanding of the mole and the use of concrete activities to promote conceptual change. International Journal of Science Education, 21(12), 1237-1249.
6. Chang, J.Y. (1999). Teacher college students' conceptions about evaporation, condensation, and boiling. Science Education, 83, 511-526.
7. Chiu, M.H., Chou, C.C., and Liu, C.J. (2002). Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Teaching, 39(8), 688-712.
8. Çalik, M., Ayas, A., Coll, R.K., Ünal, S., and Coştu, B. (2007). Investigation the effectiveness of a constructivist-based teaching model on student understanding of the dissolution of gases in liquids. Journal of Science Education and Technology, 16(3), 257-270.
9. Dilber, R. and Düzgün, B. (2007). An investigation of effectiveness of conceptual change text-oriented instruction on students' understandings of brightness concept. Journal of Science Education/Revista de Educación Ciencias, 8(1), 46-52.
10. Driver, R. and Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
11. Driver, R., Asoko, H., Leach, J., Mortimer, E. and Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
12. Gallagher, J. J. (2000). Teaching for understanding and application of science knowledge. School Science and Mathematics, 100(6), 310-318.
13. Gopal, H., Kleinsmidt, J., and Case, J. (2004). An investigation of tertiary students' understanding of evaporation, condensation and vapor pressure. International Journal of Science Education, 26(13), 1597-1620, 2004.
14. Harlen, W. (2002). Links to everyday life: The roots of scientific literacy. Primary Science Review, 71, 8-10.
15. Howe, C., Tolmie, A., and Rodgers, C. (1992). The acquisition of conceptual knowledge in science by primary school children: Group interaction and the understanding of motion down an incline. British Journal of Developmental Psychology, 10, 40-54.
16. Jarman, R. and McAleese, L. (1996). A survey of children's reported use of school science in their everyday lives. Research Papers in Education, 55, 1-15.
17. Kolari, S., Viskari, E-L and Savander-Ranne, C. (2005). Improving student learning in an environmental engineering program with a research study project. International Journal of Engineering Education, 21(4), 702-711.
18. Lee, O. and Anderson, C.W. (1993). Task engagement and conceptual change in middle school science classrooms. American Education Research Journal, 30, 585-610.
19. Niaz, M. (2002). Facilitating conceptual change in students' understanding of electrochemistry. International Journal of Science Education, 24(4), 425-439.
20. Ogborn, J., Kress, C., Martins, I., and McGillicuddy, K. (1996). Explaining science in the classroom. Buckingham: Open University Press.
21. Osborne, R. and Freyberg, P. (1985). Learning in science: the implication of children's science. London: Heinnemann.
22. Osborne, R.J. and Cosgrove, M.M. (1983). Children's conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9), 825-838.
23. Paik S-H., Kim H-N., Cho B-K., and Park J-W. (2004). K-8th grade Korean students' "conceptions of changes of state" and "conditions for changes of state". International Journal of Science Education, 26(2), 207-224.
24. Savander-Ranne, C., Kolari, S. (2003). Promoting the conceptual understanding of engineering students through visualization. Global Journal of Engineering Education, 7(2), 189-199.
25. Smith, P. J., Disessa, A. A., and Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of The Learning Sciences, 3(2), 115-163.
26. Soudani, M., Sivade, A., Cros, D., and Médimagh, M. S. (2000). Transferring knowledge from the classroom to the real world: Redox concept. School Science Review, 82(298), 65-72.
27. Van Oers, B. (1998). From context to contextualizing. Learning and Instruction, 8(6), 473-488.