The Effect of Predict-Observe-Explain Strategy on Learners’ Misconceptions about Dissolved Salts

Authors

  • Israel Kibirige University of Limpopo, Polokwane, South Africa
  • Joseph Osodo University of Limpopo, Polokwane, South Africa
  • Kedibone Magdeline Tlala University of Limpopo, Polokwane, South Africa

Abstract

The effect of teaching and learning strategies on learners’ performance is important in science education. This study explored the effect of the Predict-Observe-Explain (POE) strategy on Grade 10 Physical Sciences learners’ misconceptions on how salt dissolves in water. A quasi-experimental design was employed in collecting data from South Africa. A t-test and Analysis of Co-variance (ANCOVA) were used to analyse the data. The results show that learners in the experimental group (EG) taught using POE performed better in the post-test than their counterparts in the control group (CG) taught using traditional methods. Also, two new misconceptions were identified, namely: 1) salts dissolve in water when it is in ‘fine’ grains; and, 2) solid sodium chloride is not an ionic compound. These results highlight the need for educators and curriculum developers to include various elements of POE in the curriculum as a model for conceptual change in teaching science.

DOI: 10.5901/mjss.2014.v5n4p300

Downloads

Download data is not yet available.

Downloads

Published

2014-03-06

How to Cite

Kibirige, I., Osodo, J., & Tlala, K. M. (2014). The Effect of Predict-Observe-Explain Strategy on Learners’ Misconceptions about Dissolved Salts. Mediterranean Journal of Social Sciences, 5(4), 300. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/2217

Issue

Section

Articles

Most read articles by the same author(s)

1 2 > >>