The effect of predict-observe-explain strategy on learners' misconceptions about dissolved salts

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 Covariance (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.