Effects of Simulation-based Formative Assessments on Students’ Conceptions in Physics

Abstract

Background: The paper presents effects of simulation-based formative assessments on students' conceptions in physics. In the study, two topics-motion in two dimensions and conservation of energy-were selected to explore students' conceptions in physics, and related assessment tasks incorporating computer simulations and formative assessment questions were developed. Material and methods: The participant students were first-year college students with majors related to science or engineering. Analytic rubrics were developed to capture the students' normative and non-normative ideas revealed in their responses, and a holistic rubric was applied to categorize the responses into four response models. Results: The results demonstrated that, overall, students predicted and explained the given scientific phenomena with more valid scientific ideas after experiencing a computer simulation. However, the results also indicated that students' non-normative ideas were still present even after experiencing computer simulations, especially when they were required to consider an abstract scientific concept such as energy dissipation. Conclusions: The finding can be explained with knowledge-in-piece perspectives (diSessa, 1993), that students' naïve knowledge is fragmented, and thus they do not demonstrate a coherent understanding of abstract science concepts across different situations.

Development and validation of chemistry learning videos as learning media in the era of the COVID-19 pandemic

“…Video learning media offer flexible and asynchronous learning methods that allow students to learn at their own pace and in their own environment (Kay and Kletskin, 2012;Lloyd and Robertson, 2012;Rackaway, 2012;Puspitarini and Hanif, 2019). The use of video in learning can also improve students' understanding of concepts, especially those that are abstract (Park, 2019;Koleza and Pappas, 2008). There are several advantages when using video media in learning, namely: 1) videos can complement the basic experiences of students when students discuss, read, and practice; 2) video can show normal objects which are abstract; and 3) encourage and increase participants' motivation (Kay, 2012;Lloyd and Robertson, 2012;Rackaway, 2012;Park, 2019;Koleza and Pappas, 2008).…”

“…The use of video in learning can also improve students' understanding of concepts, especially those that are abstract (Park, 2019;Koleza and Pappas, 2008). There are several advantages when using video media in learning, namely: 1) videos can complement the basic experiences of students when students discuss, read, and practice; 2) video can show normal objects which are abstract; and 3) encourage and increase participants' motivation (Kay, 2012;Lloyd and Robertson, 2012;Rackaway, 2012;Park, 2019;Koleza and Pappas, 2008).…”

Effectivenes of Using E-Module and E-Assessment

“…Physics practicum is one of the compulsory courses for students majoring in mathematics education and science that aims to prove the truth of the principles or laws in physics. Practicum is an important part of science education to achieve a variety of cognitive, practical, and affective goals, for example, to understand science and how science works, by being Involved in doing Reviews their own science so as to be Able to understand complex things such as physics that susceptible to cause misconceptions [20] [21] [22]. Through practical activities, students will prove an existing concept, conduct experiments and draw conclusions, so as to increase students' understanding of the subject matter.…”

Students’ problem-solving strategies in qualitative physics questions in a simulation-based formative assessment

“…In the study, computer simulations and formative assessment questions were integrated into a web-based formative assessment system for online administration, which allowed students to use it at their convenience (Park, 2019). The formative assessment questions were either CR or two-tiered questions related to the simulations.…”

“…Computer simulations were selected from the Physics Education Technology (PhET) project (https://phet.colorado.edu/) and embedded into the formative assessment system. The assessments targeted students' conceptual understanding in physics, thus they were not asked to calculate any values or to demonstrate their mathematical competence (Park, 2019). Specifically, the questions presented a scientific situation and asked students to predict what would happen; then the assessment system asked students to run a simulation, posing questions asking for explanation of the phenomena and comparison between their prior ideas and the observed phenomena.…”