This study investigated the effectiveness of Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) teaching strategy on students’ understanding of condensation. The PDEODE activities were designed in accordance with the primary five science curriculum. The purpose of this study was to facilitate conceptual change and evaluate the effectiveness of the strategy in reducing students’ misconceptions about condensation. The participants in this study were 60 Year-5 students from a rural school in Penang. These students were from two different classes and were randomly assigned into experimental (N = 30) and comparison (N = 30) groups. The Condensation Conceptual Test (CCT) consisted of five items with three different formats: one two-tier multiple-choice test item (Item 3b), two true/false two-tiered test items (Items 1 and 2) and two open-ended test items (Items 3a, 4, and 5). The findings indicate that the PDEODE approach successfully reduced students’ misconceptions about condensation and improved their understanding of the concept.