Effect of Formative Assessment-Based Instruction on High School Students’ Conceptual Understanding of Balance and Torque
The intent of this research is to evaluate the use of a formative assessment probe about balance and torque. The lesson was conducted with 52, 11th grade students studying in two physics classes at a state high school. A formative assessment probe was used at both the beginning and end of the study....
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Araştırma Temelli Etkinlik Dergisi
2017-05-01
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| Series: | Araştırma Temelli Etkinlik Dergisi |
| Subjects: | |
| Online Access: | https://www.ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/42 |
| _version_ | 1797906843054374912 |
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| author | Nermin Bulunuz Mızrap Bulunuz |
| author_facet | Nermin Bulunuz Mızrap Bulunuz |
| author_sort | Nermin Bulunuz |
| collection | DOAJ |
| description | The intent of this research is to evaluate the use of a formative assessment probe about balance and
torque. The lesson was conducted with 52, 11th grade students studying in two physics classes at a
state high school. A formative assessment probe was used at both the beginning and end of the study.
After the students' prior knowledge about equilibrium and torque was determined, the demonstration
experiment on this topic was applied to include the processes of Predict-Explain-Observe-Explain. At
the beginning of the instruction most students believed that the weights of the objects on both sides
were equal, though they in fact cannot be equal in the physical situation shown. After instruction,
students showed significant increase on their conceptual understanding of the topic. Applications of
this research include using formative assessment probes followed by experimentation in high school
science classes as well as using such methods in teacher preparation programs. |
| first_indexed | 2024-04-10T10:27:01Z |
| format | Article |
| id | doaj.art-d63dc9df7d7e4182818d32a3a494b999 |
| institution | Directory Open Access Journal |
| issn | 2146-5711 |
| language | English |
| last_indexed | 2024-04-10T10:27:01Z |
| publishDate | 2017-05-01 |
| publisher | Araştırma Temelli Etkinlik Dergisi |
| record_format | Article |
| series | Araştırma Temelli Etkinlik Dergisi |
| spelling | doaj.art-d63dc9df7d7e4182818d32a3a494b9992023-02-15T16:21:21ZengAraştırma Temelli Etkinlik DergisiAraştırma Temelli Etkinlik Dergisi2146-57112017-05-0171Effect of Formative Assessment-Based Instruction on High School Students’ Conceptual Understanding of Balance and TorqueNermin BulunuzMızrap BulunuzThe intent of this research is to evaluate the use of a formative assessment probe about balance and torque. The lesson was conducted with 52, 11th grade students studying in two physics classes at a state high school. A formative assessment probe was used at both the beginning and end of the study. After the students' prior knowledge about equilibrium and torque was determined, the demonstration experiment on this topic was applied to include the processes of Predict-Explain-Observe-Explain. At the beginning of the instruction most students believed that the weights of the objects on both sides were equal, though they in fact cannot be equal in the physical situation shown. After instruction, students showed significant increase on their conceptual understanding of the topic. Applications of this research include using formative assessment probes followed by experimentation in high school science classes as well as using such methods in teacher preparation programs.https://www.ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/42formative assesmenttorquebalancemassweight |
| spellingShingle | Nermin Bulunuz Mızrap Bulunuz Effect of Formative Assessment-Based Instruction on High School Students’ Conceptual Understanding of Balance and Torque Araştırma Temelli Etkinlik Dergisi formative assesment torque balance mass weight |
| title | Effect of Formative Assessment-Based Instruction on High School Students’ Conceptual Understanding of Balance and Torque |
| title_full | Effect of Formative Assessment-Based Instruction on High School Students’ Conceptual Understanding of Balance and Torque |
| title_fullStr | Effect of Formative Assessment-Based Instruction on High School Students’ Conceptual Understanding of Balance and Torque |
| title_full_unstemmed | Effect of Formative Assessment-Based Instruction on High School Students’ Conceptual Understanding of Balance and Torque |
| title_short | Effect of Formative Assessment-Based Instruction on High School Students’ Conceptual Understanding of Balance and Torque |
| title_sort | effect of formative assessment based instruction on high school students conceptual understanding of balance and torque |
| topic | formative assesment torque balance mass weight |
| url | https://www.ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/42 |
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