The use of PEORs in secondary school physics

Abstract

The predict-explain-observe-react (PEOR) is a form of diagnostic teaching strategy were the teacher is provided with an insight on the students' conceptions about the particular concept being discussed. During a PEOR students are asked to predict the outcome of a demonstration, explain their prediction using their prior knowledge, observe the demonstration and finally react or rethink their ideas. For this study a set of ten PEORs were designed to fit the physics SEC syllabus. Three PEORs from the form 4 syllabus were tested with four classes (two girls' and two boys' classes) and observations were made during these twelve PEOR sessions. The fifty-one participating students were given a questionnaire regarding the PEORs and the four participating teachers were interviewed after using the PEORs. From the data gathered during this study it was concluded that the PEOR is an ideal constructivist activity in which students start from what they already know and build new knowledge as they go through each phase of the PEOR. During this time of change and shift towards a student centered education, the PEOR is an activity that could easily be included into a lesson plan and which would increase student engagement and interest whilst encouraging student to take charge of their own learning and apply their knowledge to new situations. In this study it was noted that since students need time to get used to the PEOR, it is proposed that the PEOR is used as a long-term activity and not a one-off. This would eliminate the initial feeling of apprehension recorded during the first PEOR of each class.