From cookbook lab to PEODE-based lab: redesigning lab activities to foster conceptual understanding

ABSTRACT

Background

Of many innovative laboratory approaches in the literature, POE (Predict-Explain-Observe) and PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) based laboratories approach have been frequently used to enhance laboratory studies during the last ten years. We contend that excluding the discussion phase before the observation stage in PDEODE could be more suitable when applied to science laboratory settings. Consequently, we chose to employ the PEODE (Predict-Explain-Observe-Discuss-Explain) approach in lieu of PDEODE to enhance laboratory-based studies.

Purpose

The purpose of this study was to investigate effectiveness of PEODE-based laboratory activities in promoting prospective science teachers’ (PSTs) conceptual understanding about fundamental concepts.

Sample

The quasi-experimental study is based on 46 third grade PSTs in the primary science education department. In the study, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24).

Design and methods

To achieve this aim, we selected fundamental science concepts that students have difficulty in sound understanding and often hold alternative conceptions based on the literature. While the CG participated in traditional laboratory activities, the EG took part in PEODE-based laboratory activities. Laboratory activities were carried out in both groups for a total of 18 hours. In order to assess PSTs’ conceptual understanding about fundamental concepts, a concept test (CT) including 22 test items (two-tiers and open-ended) were presented to them as pre- and post-test. The PSTs’ pre- and post-CT scores was analyzed qualitatively and quantitatively.

Results

The study overall demonstrated that PEODE based laboratory activities have a significant impact on enhancing PSTs’ conceptual understanding of the fundamental science concepts.

Conclusion

The PEODE based laboratory employed in this study, introduced as a novel contribution to the literature, demonstrates its potential to facilitate conceptual change.

KEYWORDS:

• Science laboratory
• alternative conceptions
• conceptual understanding
• conceptual change
• PEODE (predict-explain-observe-discuss-explain) based laboratory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethical approval and consent to participate

This research was conducted with the permission of a Social and Humanities Research and Publication Ethics committee. Informed consent was obtained from PSTs included in the study.

Notes

1. This study is based on the doctoral dissertation conducted by the first author of the manuscript, under the supervision of the second author.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.