Ineu Gustiani , 2013 Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept
Through Predict-Discuss-Explain-Observe-Discuss-Explain Pdeode Method Universitas Pendidikan Indonesia
| repository.upi.edu
D. Operational Definition
To avoid misinterpretation of some terms that is used in this research, hence the explanation of some terms is needed in order to make it more effective and operational.
The terms are as follow: a.
The term conceptual change in this research refers to the outcome of a complex cognitive as well as social process whereby rational beings may alter or abandon
existing conceptions for ones that are widely supported by empirical evidence Chi, 2008
Students’ conceptual change were evaluated during instruction process through PDEODE Predict-Discuss-Explain-Observe-Discuss-Explain method by
considering the result of students’ conception sheet. b.
Science process skills SPS are the thinking skills that scientists use to construct knowledge in order to solve problems and formulate results Ozgelen, 2012. In
this study, science process skill that will be examined is based on Rustaman 2003 which consists of observing, classifying, inferring, predicting, questioning,
formulating hypotheses, conducting investigation and collecting data, applying concept and communicating which is evaluated by SPS Science Process Skills
observation sheet. c.
PDEODE Predict-Discuss-Explain-Observe-Discuss-Explain Method initially is suggested by Savander-Ranne Kolari 2003. The PDEODE method consists of
six steps. In the first step P: Prediction, teacher presented a phenomenon to students so as to predict the outcome of the phenomenon individually and to justify
their prediction. In the second step D: DiscussDiscuss I, it is wanted the students to discuss in a group to share their ideas in own group and to ponder together. In
the third step E: ExplainExplain I, students in each group are asked to reach a mutual solution about phenomenon and to give their result to other groups through
whole-class discussions. Afterwards, the students worked in groups perform hands- on experiment and record individually their observations what happened. In this
step O: Observe, the students observe changes in the phenomenon and teacher should guide them to make observations that are relevant to target concepts. In the
Ineu Gustiani , 2013 Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept
Through Predict-Discuss-Explain-Observe-Discuss-Explain Pdeode Method Universitas Pendidikan Indonesia
| repository.upi.edu
fifth step D: DiscussDiscuss II, the students are asked to reconcile their predictions with their actual observations made in the early step. Here the students
were asked to analyze, compare, contrast and criticize their classmates in the groups. In the last step E: ExplainExplain II, the student confronts all
discrepancies between observations and predictions.
E. Research Instrument
