Developing scientific argumentation and reducing science learning boredom in students of the preparatory school using the Predict-Discuss-Explain-Observe-Discuss- Explain (PDEODE) strategy

Document Type : Researches for promotion to assistant professor and professor degrees

Author

Lecturer of Curriculum & Instruction, Faculty of Education, Beni-Suef University.

Abstract

This study aims at identifying the effectiveness of using the Predict-Discuss-Explain-Observe-Discuss- Explain (PDEODE) strategy in developing scientific argumentation and reducing the boredom resulting from the study of science among the students in preparatory school. The study procedures were followed according to the descriptive approach and experimental method, which involved equivalent groups. Instruments included a test of science and a measure of boredom from the study of science for students in preparatory school. The sample of the study was also selected by convenience from the second grade students in the preparatory co-education school in Beni Suef governorate in the academic year (2018/2019). The total number of students was 82 students, divided into two groups, one experimental group and another control group, each comprised of (41) students of both genders. The study identified the dimensions of scientific argumentation appropriate for middle school students, as well as the dimensions of boredom from the study of science. The results of the experimental study revealed that the efficiency of the Predict-Discuss-Explain-Observe-Discuss- Explain (PDEODE) strategy to improve scientific argumentation and reduce boredom of the study of science in the experimental group compared to the control group which was instructed in the conventional way.

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References

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