Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/95721
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Bonello, Charles | - |
dc.contributor.author | Scaife, Jon | - |
dc.date.accessioned | 2022-05-16T13:49:17Z | - |
dc.date.available | 2022-05-16T13:49:17Z | - |
dc.date.issued | 2009 | - |
dc.identifier.citation | Bonello, C., & Scaife, J. A. (2009). PEOR – engaging students in demonstrations. Journal of Science and Mathematics Education in Southeast Asia, 32(1), 62-84. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/95721 | - |
dc.description.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. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | SEAMEO RECSAM | en_GB |
dc.rights | info:eu-repo/semantics/restrictedAccess | en_GB |
dc.subject | Science -- Study and teaching (Secondary) -- Methodology | en_GB |
dc.subject | Science -- Study and teaching (Secondary) -- Activity programs | en_GB |
dc.subject | Science teachers -- Malta -- Case studies | en_GB |
dc.subject | Teaching demonstrations | en_GB |
dc.subject | Constructivism (Education) | en_GB |
dc.title | PEOR – engaging students in demonstrations | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.publication.title | Journal of Science and Mathematics Education in Southeast Asia | en_GB |
Appears in Collections: | Scholarly Works - FacEduMSE |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
PEOR_engaging_students_in_demonstrations_2009.pdf Restricted Access | 607.53 kB | Adobe PDF | View/Open Request a copy |
Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.