PEOR--Engaging Students in Demonstrations

Autor/inn/en	Bonello, Charles; Scaife, Jon
Titel	PEOR--Engaging Students in Demonstrations
Quelle	In: Journal of Science and Mathematics Education in Southeast Asia, 32 (2009) 1, S.62-84 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0126-7663
Schlagwörter	Preservice Teacher Education; Constructivism (Learning); Student Teachers; Course Content; Teaching Methods; Learner Engagement; Affective Objectives; Cognitive Objectives; Prediction; Observation; Magnets; Physics; Science Instruction; College Science; Demonstrations (Educational); Malta + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitives Lernziel; Vorhersage; Beobachtung; Stabmagnet; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht
Abstract	Demonstrations are a core part of science teaching. In 1980 a three-part assessment method using demonstrating was proposed. Known as DOE this consisted of demonstration, observation and explanation. DOE quickly evolved into POE: predict, observe, explain. In the light of experiences with POE and insights from constructivist theory we set out in this paper a learning-focused refinement of POE, namely PEOR: predict, explain, observe, react. We offer a theoretical justification for the value of PEOR and argue that it is more than a simple update of the earlier protocol. PEOR can be used with any age of students. We illustrate its use in practice with initial teacher education students working on the topic of forces and fields. The demonstration we describe is called "floating magnets". PEOR enabled the teacher to clarify students' current conceptions about the topic. We found that these surfaced naturally and served as an important start in the process of clarifying ideas about the broader course content. When using PEORs with student teachers, we also noted that students' affective and cognitive engagement in the activity was considerably greater than that shown during a traditional demonstration. (Contains 10 figures.) (As Provided).
Anmerkungen	Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM). Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia. Tel: +011-60-4-658-3266; Fax: +011-60-4-657-2541; e-mail: director@recsam.edu.my; Web site: http://www.recsam.edu.my
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10