The Effectiveness of Predict-Explain-Observe-Discuss-Explain (PEODE) Based Laboratory Work Activities on Pre-Service Science Teachers’ Science Process Skills

Fatma Coştu, Hale Bayram

Abstract


This research aims at investigating the effectiveness of the Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work activities on pre-service science teachers’ science process skills. A quasi-experimental research model with pre- and post-test via control group was employed in the research. The semi-experimental study was based on 46 pre-service science teachers enrolled in the primary Science Education Program a state university. In the research, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24). While the control group participated in traditional laboratory activities work, the experimental group took part in the PEODE-based laboratory work activities. Laboratory activities were carried out in both groups for a total of 9 weeks, two hours a week. Science process skills test (SPST) measuring five different scientific process skills were presented to them as pre- and post-test in order to assess pre-service science teachers’ science process skills. The test scores were analyzed quantitatively with a statistical analysis program. At the end of the research, while there was no significant differences total score of the SPST, significant statistical differences were found between the experimental and control groups in "Making Operational Comments" and "Designing the Research" sub-skills.

Keywords


Primary Education; Science Education; Predict-Explain-Observe-Discuss-Explain (PEODE); Science Laboratory; Scientific Process Skills

Full Text:

PDF

References


Akar, Ü. (2007). Öğretmen adaylarının bilimsel süreç becerileri ve eleştirel düşünme becerileri düzeyleri arasındaki ilişki [The relationship between student teachers’ scientific process skills and critical thinking skills], (Unpublished MA Thesis). Institute of Social Sciences, Afyon Kocatepe University, Afyonkarahisar, Turkey.

Aktamış, H., & Ergin, Ö. (2007). Bilimsel süreç becerileri ile bilimsel yaratıcılık arasındaki ilişkinin belirlenmesi [Investigating the relationship between science process skills and scientific creativity]. Hacettepe University Journal of Education, 33(33), 11-23.

Anagün, Ş., & Yaşar, Ş. (2009). İlköğretim Beşinci Sınıf Fen ve Teknoloji Dersinde Bilimsel Süreç Becerilerinin Geliştirilmesi [Developing scientific process skills at Science and Technology course in fifth grade students]. İlköğretim Online, 8 (3), 843-865.

Asyhari, A., & Hariyanti, D. (2020). Pengaruh Pembelajaran Integrative Learning (Il) Dan Predict, Discus, Explain, Observe, Discuss (PDEODE) Terhadap Pemahaman Konsep [Influece of Integrative Learning (II) and Predict, Discuss, Explain, Observe, Discuss (PDEODE) on Concept Comprehension]. Khazanah Pendidikan Islam, 2(1), 43-51.

Ayas, A., Akdeniz, A. R., & Çepni, S. (1994-a). Fen bilimlerinde laboratuvarın yeri ve önemi-I [The place and importance of the laboratory in science-I]. Çağdaş Eğitim, 19, 21-25.

Ayas, A., Çepni, S., & Akdeniz, A. R. (1994-b). Fen bilimleri eğitiminde laboratuvarın yeri ve önemi-II [The place and importance of the laboratory in science-II]. Çağdaş Eğitim, 205, 7-11.

Aydınlı, E. (2007). İlköğretim 6, 7 ve 8. Sınıf Öğrencilerinin Bilimsel Süreç Becerilerine İlişkin Performanslarının Değerlendirilmesi [Evaluation of 6th, 7th and 8th grade students' performances regarding scientific process skills] (Unpublished MA Thesis). Institute of Educational Sciences, Gazi University, Ankara, Turkey.

Aydoğdu, B. (2006). İlköğretim Fen ve Teknoloji Dersinde Bilimsel Süreç Becerilerini Etkileyen Değişkenlerin Belirlenmesi [Identification of variables effecting science process skills in primary science and technology course] (Unpublished MA Thesis). Institute of Educational Sciences, Dokuz Eylul University, Izmir, Turkey.

Azar, A., Presley, A., İ., & Balkaya, Ö., (2006). Çoklu zekâ kuramına dayalı öğretimin öğrencilerin başarı, tutum, hatırlama ve bilişsel süreç becerilerine etkisi [Effect of multiple intelligence theory based instruction on students’ achievement, attitude, retention and process skills]. Hacettepe University Journal of Education, 30, 45-54.

Barut, D.D (2020). Kavram ağlarıyla desteklenmiş TGA etkinliklerinin fen bilgisi öğretmen adaylarının laboratuvar tutumlarına, kaygılarına ve bilimsel süreç becerilerine etkisi [The effect of TGA activities supported by concept networks on laboratory attitudes, anxieties and scientific process skills of pre-service science teacher candidates] (Unpublished MA Thesis). Institute of Educational Sciences, Gazi University, Ankara, Turkey.

Bilen, K., & Aydoğdu, M. (2012). The effect of a laboratory approach based on predict-observation-explain (POE) strategy on the development of students’ science process skills and views about nature of science. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 11(1), 49-69.

Bilen, K., Köse, S., & Uşak, M. (2011). The effect of laboratory activities designed based on Predict-Observe-Explain (POE) strategy on pre-service science teachers’ understanding of osmosis and diffusion subject. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9, 115-127.

Boyd-Kimball, D., & Miller, K. R. (2018). From cookbook to research: Redesigning an advanced biochemistry laboratory. Journal of Chemical Education, 95(1), 62-67.

Bozdoğan, A. E., Taşdemir, A., & Demirbaş, M. (2006). Fen bilgisi öğretiminde işbirlikli öğrenme yönteminin öğrencilerin bilimsel süreç becerilerini geliştirmeye yönelik etkisi [The effect of cooperative learning method in science education on improving the students’ science process skills]. İnönü University Journal of Education, 7 (11), 23-26.

Brownell, S. E., Kloser, M. J., Fukami, T., & Shavelson, R. (2012). Undergraduate biology lab courses: Comparing the impact of traditionally based" cookbook" and authentic research-based courses on student lab experiences. Journal of College Science Teaching, 41(4), 36-45.

Burns, J. C., Okey, J. R., & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169-177.

Büyüköztürk, Ş. (2011). Deneysel desenler: öntest-sontest kontrol grubu, desen ve veri analizi [Experimental designs: pretest-posttest control group, design and data analysis]. Pegem Akademi, Ankara.

Çakır, N. K., Güven, G., & Özdemir, O. (2017). TGA stratejisinin genel biyoloji laboratuvar uygulamalarında etkililiğine ilişkin bir araştırma [A study on the efficiency of TGA strategy on general biology laboratory applications]. Abant Izzet Baysal University Journal of Education, 17(4), 2014-2035.

Campbell, R.L., (1979). A comparative study of the effectiveness of process skills ınstruction on reading comprehension of preservice and ınservice elementary teachers. Journal of Research in Science Teaching, 16, 123-127.

Çepni, S., Ayas, A., Johnson, D., & Turgut, M. F. (1997). Fizik öğretimi [Physics teaching]. Ankara: Council of Higher Education / World Bank National Education Development Project.

Coştu, B. (2008). Learning science through the PDEODE teaching strategy: Helping students make sense of everyday situations. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 3-9.

Coştu, B., & Karataş, F. Ö. (2015). Tahmin-Tartış-Açıkla-Gözle-Tartış-Açıkla (TaTGA) yöntemi ve kimya öğretiminde uygulama örnekleri [Prediction-Discuss-Explain-Observe-Discuss-Explain (TaTGA) method and its application examples in chemistry teaching]. In Sözbilir, M, Ayas, A. (Editör). Kimya öğretimi [Chemistry teaching](pp. 345-365) Ankara: Pegem Akademi.

Coştu, B., Ayas, A., & Niaz, M. (2010). Promoting conceptual change in students’ understanding of evaporation. Chemistry Education: Research and Practice, 11(3), 5–16.

Coştu, B., Ayas, A., & Niaz, M. (2012). Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation. Instructional Science, 40(1), 47-67.

Coştu, B., Ayas, A., Çalık, M., Ünal, S., & Karataş, F. Ö. (2005). Fen öğretmen adaylarının çözelti hazırlama ve laboratuvar malzemelerini kullanma yeterliliklerinin belirlenmesi [Determining preservice science teachers’ competences in preparing solutions and in use of laboratory tools]. Hacettepe University Journal of Education, 28(28), 65-72.

Coştu, B., Karataş, F. Ö., & Ayas, A. (2003). Kavram öğretiminde çalışma yapraklarının kullanılması [Using worksheets in concept teaching]. Pamukkale University Journal of Education, 14(14), 33-48.

Demircioğlu, H. (2017). Effect of PDEODE teaching strategy on Turkish students' conceptual understanding: Particulate nature of matter. Journal of Education and Training Studies, 5(7), 78-90.

Demir, E , Saatçioğlu, Ö. & İmrol, F. (2016). Uluslararası dergilerde yayımlanan eğitim araştırmalarının normallik varsayımları açısından incelenmesi [Examination of educational researches published in international journals in terms of normality assumptions]. Current Research in Education, 2(3), 130-148.

Demircioğlu, H., & Atasoy, Ş. (2006). Çalışma yapraklarının geliştirilmesine yönelik bir model önerisi [A model proposal for the development of worksheets]. Dokuz Eylul University The Journal of Buca Faculty of Education, 19(1), 71-79.

Dönmez, F. & Azizoğlu, N. (2010). Investigation of the students’ science process skills levels in vocational schools: A case of Balıkesir, Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4 (2), 79-109.

Dori Y., J. & Sasson, I. (2008). Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations, Journal of Research in Science Teaching, 45(2), 219-250.

Downing, J. E., & Filer, J. D. (1999). Science process skills and attitudes of preservice elementary teachers. Journal of Elementary Science Education, 11(2), 57-64.

Erdoğan, M. (2010). Grup ve gösteri deney tekniklerinin öğrencilerin bilimsel süreç becerilerine, başarılarına ve hatırda tutma düzeylerine etkileri [Effect of experiment techniques of group and demonstration to students' scientific process abiliıtes, achievement and the ability of recalling](Unpublished Doctoral dissertation). Institute of Educational Sciences, Selçuk University, Konya, Turkey.

Farsakoğlu, Ö., F., Şahin. Ç., Karslı, F., Akpınar, M. & Ültay, N., (2008). A study on awareness levels on prospective science teachers on science process skills in science education, World Applied Sciences Journal, 4(2), 174-182.

Geban, Ö. (1990). Effects of two different instructional treatments on the students chemistry achievement, science process skills, and attitudes towards chemistry at the high school level, (Unpublished Doctoral dissertation). Institute of Social Sciences, METU University, Ankara, Turkey.

Geban, Ö., Askar, P., & Özkan, Ï. (1992). Effects of computer simulations and problem-solving approaches on high school students. The Journal of Educational Research, 86(1), 5-10.

Güler, Z. (2010). İlköğretim öğrencilerinin SBS puanları ile ders başarıları, bilimsel süreç becerileri ve mantıksal düşünme yetenekleri arasındaki ilişki [The relationship among elementary students’ test scores of level determination exam, course achievements, science processing skills and logical thinking skills]. (Unpublished master’s thesis), Institute of Social Sciences, Abant İzzet Baysal University, Bolu, Turkey.

Haglund, J., Jeppsson, F., Hedberg, D., & Schönborn, K. J. (2015). Thermal cameras in school laboratory activities. Physics Education, 50(4), 424.

Hazır, A. & Türkmen, L. (2008). İlköğretim 5. sınıf öğrencilerinin bilimsel süreç becerileri düzeyleri [Scientific process skills levels of 5th grade students]. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 26, 81-96.

Hazır, A. (2006). İlköğretim 5. sınıf öğrencilerinin bilimsel süreç becerilerini elde edebilme düzeyleri [The fifth grade primary school students' the level of acquisition of science process skils].(Unpublished MA Thesis). Institute of Social Sciences, Afyon Kocatepe University, Afyonkarahisar, Turkey.

Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201-217.

Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twentyfirst century. Science Education, 88(1), 28-54.

Hollander, M., Wolfe, D.A. & Chicken, E. (2013). Nonparametric statistical methods (Third Edition), New York: Wiley.

Kanlı, U., (2007). 7E modeli merkezli laboratuvar yaklaşımı ile doğrulama laboratuvar yaklaşımlarının öğrencilerin bilimsel süreç becerilerinin gelişimine ve kavramsal başarılarına etkisi [The effects of a laboratory based on the 7E model with verification laboratory approach on students’ development of science process skills and conceptual achievement], (Unpublished Doctoral dissertation). Institute of Educational Sciences, Gazi University, Ankara, Turkey.

Karaer, G., Karademir, E. & Tezel, Ö. (2019). Sınıf öğretmen adaylarının fen laboratuvarında argümantasyon tabanlı öğretime yönelik görüşlerinin incelenmesi [Determination of pre-service classroom teachers’ opinions towards the argumentation based instruction method in science laboratory]. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 20, 217-241.

Karasar, N. (2012). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayıncılık.

Karslı, F. (2011). Fen bilgisi öğretmen adaylarının bilimsel süreç becerilerini geliştirmesinde ve kavramsal değişim sağlamasında zenginleştirilmiş laboratuar rehber materyallerinin etkisi [The effect of enriched laboratory guide materials on improving science process skills and conceptual change of prospective science teachers] . (Unpublished Doctoral dissertation). Institute of Educational Sciences, Karadeniz Teknik University, Trabzon, Turkey.

Karslı, F., Şahin, Ç. & Ayas, A., (2009). Determining science teachers’ ideas about the science process skills: A case study, Procedia-Social and Behavioral Sciences, 1(1), 890-895.

Karslı, F., Yaman, F. & Ayas, A., (2010). Prospective chemistry teachers’ competency of evaluation of chemical experiments in terms of science process skills, Procedia-Social and Behavioral Sciences, 2(2), 778-781.

Keskinkılıç, G. (2010). İlköğretim 7. sınıf fen ve teknoloji dersinde uygulanan yansıtıcı düşünmeye dayalı etkinliklerin bilimsel süreç becerilerinin gelişimine ve başarıya etkisi [The effect of reflective thinking based learning activities in 7th class science and technology lesson on the students' achievements and their scientific process skills] (Unpublished Doctoral dissertation). Institute of Educational Sciences, Selçuk University, Konya, Turkey.

Koray, Ö., Köksal, M. S., Özdemir, M., & Presley, A. İ. (2007). The effect of creative and critical thinking based laboratory applications on academic achievement and science process skills. Elementary Education Online, 6(3), 377-389.

Koretsky, M. D., Kelly, C., & Gummer, E. (2011). Fundamental research in engineering education. student learning in ındustrially situated virtual laboratories. Chemical Engineering Education (CEE), 45(3), 219-228.

Kula, Ş. G. (2009). Araştırmaya dayalı fen öğrenmenin öğrencilerin bilimsel süreç becerileri, başarıları, kavram öğrenmeleri ve tutumlarına etkisi [The effect of inquiry-based science learning on the students science process skills, achievement, concept learning and attitude]. (Unpublished Master thesis). Institute of Educational Sciences, Marmara University, Istanbul, Turkey., İstanbul.

Laçin Şimşek, C. (2010). Sınıf öğretmeni adaylarının fen ve teknoloji ders kitaplarındaki deneyleri bilimsel süreç becerileri açısından analiz edebilme yeterlilikleri [Classroom teacher candidates’ sufficiency of analyzing the experiments in primary school science and technology textbooks’ in terms of scientific process skills]. İlköğretim Online, 9(2), 433-445.

Ministry of National Education [MoNE]. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Elementary education institutions (primary and secondary schools) science curriculum (3, 4, 5, 6, 7 and 8 grades courses)]. Ankara, Turkey.

Ministry of National Education [MoNE]. (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Elementary education institutions (primary and secondary schools) science curriculum (3, 4, 5, 6, 7 and 8 grades courses)]. Ankara, Turkey.

Nicosia, A., M., L., Mineo, S., R., M. & Valenza, M., A. (1984). The relationship between science process abilities of teachers and science achievement of students: An experimental study, Journal of Research in Science Teaching, 21(8), 853-858.

Prescott, J. R., & Anger, C. D. (1970). Removing the “cook book” from freshman physics laboratories. American Journal of Physics, 38(1), 58-64.

Robson, C., & McCartan, K. (2016). Real world research. John Wiley & Sons, UK.

Roth, W., M. & Roychoudhury, A., (1993). The development of science process skills in authentic contexts, Journal of Research in Science Teaching, 30(2), 127-152.

Saat, R., M. (2004). The acquisition of ıntegrated science process skills in a web-based learning environment, Research in Science and Technological Education, 22(1), 23- 40.

Şahbaz, Ö. (2010). İlköğretim 5. sınıf fen ve teknoloji dersinde kullanılan farklı yöntemlerin öğrencilerin bilimsel süreç becerileri, problem çözme becerileri, akademik başarıları ve hatırda tutma üzerindeki etkileri [The effects of different methods on students' science process skills, problem solving skills, academic achievements and retentions in primary school fifth grade science and technology lessons], (Unpublished Doctoral dissertation). Institute of Educatioal Sciences, Dokuz Eylul University, Izmir, Turkey.

Samsudin, A., Suhandi, A., Rusdiana, D., Kaniawati, I., & Coştu, B. (2017). Promoting Conceptual Understanding on Magnetic Field Concept through Interactive Conceptual Instruction (ICI) with PDEODE* E Tasks. Advanced Science Letters, 23(2), 1205-1209.

Sarı, S. (2017) Tahmin-gözlem-açıklama ile birleştirilmiş örnek olay yönteminin genel kimya laboratuvar deneylerinde kullanılmasının fen bilgisi öğretmen adaylarının akademik başarısı ve bilimsel süreç becerilerine etkisinin incelenmesi [Investigation of the impact on academic success and science process skills of science teacher candidates by using case study method combined with predict-observe-explain in general chemistry laboratory experiments], (Unpublished Master thesis). Institute of Natural and Applied Sciences, Giresun University, Giresun, Turkey.

Scharmann, L. C. (1989). Developmental influences of science process skill instruction. Journal of Research in Science Teaching, 26(8), 715-726.

Şenyüz, G. (2008). 2000 yılı fen bilgisi ve 2005 yılı fen ve teknoloji dersi öğretim programlarında yer alan bilimsel süreç becerileri kazanımlarının tespiti ve karşılaştırılması [Determination and comparison of gaining scientific processing skills which lies in 2000 science and 2005 science and techonology curriculum], (Unpublished Master thesis). Institute of Educational Sciences, Gazi University, Ankara, Turkey.

Şesen, B. A., & Tarhan, L. (2013). Inquiry-based laboratory activities in electrochemistry: High school students’ achievements and attitudes. Research in Science Education, 43(1), 413-435.

Seven, Ü. M. A. & Engin, A. O. (2018). Fen bilimleri eğitiminde laboratuvarın önemi [The importance of the laboratory in science education]. TURAN: Stratejik Arastırmalar Merkezi, 10(38), 256-265. doi:http://dx.doi.org/10.15189/1308-8041.

Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (Complete samples). Biometrika, 52(3, 4), 591-611.

Shiland, T.W. (1999). Constructivism: The implications for laboratory work. Journal of Chemical Education, 76(1), 107-109.

Sinan, O. & Uşak, M., (2011). Biyoloji öğretmen adaylarının bilimsel süreç becerilerinin değerlendirilmesi [Evaluating of prospective biology teachers' scientific process skills], Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 333-348.

Tatar, N. (2006). İlköğretim fen eğitiminde araştırmaya dayalı öğrenme yaklaşımının bilimsel süreç becerilerine, akademik başarıya ve tutuma etkisi [The effect of inquiry-based learning approaches in the education of science in primary school on the science process skills, academic achivement and attitude], (Unpublished Doctoral dissertation). Institute of Educational Sciences, Gazi University, Ankara, Turkey.

Temiz, B., K. & Tan, M., (2009). The abilities of first grade students to identify variables and set hypothesis at high school, Kastamonu Education Journal, 17(1), 195-202.

Temiz, B., K. (2001). Lise 1. sınıf fizik dersi programının öğrencilerin bilimsel süreç becerilerini geliştirmeye uygunluğunun incelenmesi [Investigation of the appropriateness of the 9 th grade physics curriculum on the progression of the students scientific process skills], (Unpublished Master thesis). Institute of Educational Sciences, Gazi University, Ankara, Turkey.

Temiz, B., K. (2007). Fizik öğretiminde öğrencilerin bilimsel süreç becerilerinin ölçülmesi [Assessing science process skills in physics teaching], (Unpublished Doctoral dissertation). Institute of Educational Sciences, Gazi University, Ankara, Turkey.

The International Study Center (2000). TIMSS 1999 International science report. https://timssandpirls.bc.edu/timss1999i/science_achievement_report.html

The International Study Center (2009). TIMSS 2007 International science report. https://timss.bc.edu/TIMSS2007/sciencereport.html

Tokur, F. (2011). TGA stratejisinin fen bilgisi öğretmen adaylarının bitkilerde büyüme-gelişme konusunu anlamalarına etkisi [The effect of POE strategy on preservice science teachers understanding the subject of growth-development in plants], (Unpublished Master thesis). Institute of Natural and Applied Sciences, Adıyaman University, Adıyaman, Turkey.

Tsaparlis, G., & Gorezi, M. (2005). A modification of a conventional expository physical chemistry laboratory to accommodate an inquiry/project-based component: Method and students' evaluation. Canadian Journal of Math, Science & Technology Education, 5(1), 111-131.

Wolf, S.J. & Fraser, B.J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321-341.

Yang, K., Y. & Heh, J., S., (2007). The impact of internet virtual physics laboratory instruction on the achievement in physics, science process skills and computer attitudes of 10th-grade students, Journal of Science Education and Technology, 16(5), 451-461.




DOI: https://doi.org/10.53400/mimbar-sd.v8i1.30897

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2021 Mimbar Sekolah Dasar

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Mimbar Sekolah Dasar Stats