The use of drawing as an alternative assessment tool in biology teaching

Nugraha, I Nyoman Pasek

doi:10.1088/1742-6596/1013/1/012016

Cited by 9 publications

(7 citation statements)

References 4 publications

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“…However, combining the writing and writing skill to explain an idea is rarely found. Integrating the drawing-writing instruments to see the students' mental models for generating ideas is in line with Oren & Ormanci's (2014) and Nugraha (2018). Stains & Sevian (2014) also employed the drawingwriting instrument to find out the mental model of diffusion concept.…”

Section: The 2nd Levelsupporting

confidence: 56%

Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course

Hamdiyati

Sudargo

Fitriani

et al. 2018

JPII

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The main goal of the present research was to analyze the prospective biology teachers' mental model about virus through the conduction of drawing-writing test on a modified model-based learning in a Microbiology course. The research method was quasi-experiment with pretest-posttest control group design. A total of eighty-one fifthsemester students separated into experiment and control group participated in the current study. The experiment class participated in a microbiology course-based mental model, in which the course program was developed by combining the constructivism learning stages and model-based learning framework featured with mental model, while the control class experienced course with conventional methods. A mental model test of drawing-writing of structure of viruses was employed as the main research instrument. The instrument also was featured with a rubric that is used to indicate the five levels of student's mental model. The main analysis was done through descriptive interpretation based on the frequency of higher levels of mental model showed by students in the different classes. Based on the results, there was no difference between students in experiment and control class in the pretest, which showed that most of the students in both class were concentrated in not higher than level D3 and W3 (partially correct drawing/writing). However, after an intervention, the experiment class showed a dramatically increase in the frequency of students mental model that belong to level D5/W5 (completely correct and complete drawing/writing), while the control group was found stagnant concentrated in the level D3/W3. The results are discussed with the connection to the advantages of Microbiology course-based mental model in student's conceptual change and the use of drawing-writing test in capturing changes in student's mental model about scientific concepts.

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Section: The 2nd Levelsupporting

confidence: 56%

Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course

Hamdiyati

Sudargo

Fitriani

et al. 2018

JPII

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“…The drawings can also be used as an effective assessment tool (Skamp, 2012). Therefore, drawings are used to examine conceptual understandings and opinions of individuals in many studies in science education (Jalmo & Suwandi, 2018;Nugraha, 2018;Patrick & Tunnicliffe, 2010;Tunnicliffe, 2011;Yang & Zhou, 2017). Writing technique is also commonly used in conceptual understanding of individuals (Chen, Hand, & McDowell, 2013;Eser, Cetin, Ozarslan, & Isik, 2015).…”

Section: Conceptual Understanding In Science Educationmentioning

confidence: 99%

Investigation of the Pre-service Science Teachers’ Perceptions of Protists

Kirmizigül

Kızılay

2020

PEDAGOGICAL RES

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This study aims to investigate the pre-service science teachers' perceptions of protists. Within this scope, case study design was conducted. The data was collected from purposively chosen 60 third-grade pre-service science teachers from a university in Kayseri, Turkey during the spring semester of 2018-2019. The drawing-writing technique was used for data collection in the study. In the drawing test pre-service teachers were asked to choose three examples for the protists and draw them on the paper given. Moreover, they were asked to write the common features of the protists. The participants' drawings and writings that reveal their conceptual structures regarding the protists were analyzed through content analysis method. The participants' drawings and writings were analyzed based on the rubrics and grouped based on their levels. The percentages of the agreement between two experts regarding the assessment of drawings and writings were measured as 0.92 and 0.90, respectively, indicating a high reliability. In addition, Chi-square test was applied to the data in order to see whether there is a significant relationship between drawing and writing levels of the pre-service teachers. According to the findings, 11.7% of the participants had no/ irrelevant drawings and writings, 83.4% of them had partially correct drawings, and 5% of them had comprehensive drawings regarding protists. While only one participant wrote all six features for protists, 86.6% of them had partially correct writings including one to five features for protists. The findings revealed that pre-service teachers' perceptions about the protists were identified as moderate, and there is a significant relationship between the pre-service teachers' drawing and writing levels of protists. According to the (7x7) crosstabulation table, students with a high level of writing also have a high level of drawing and vice versa.

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“…Drawings were used in this study so that the young learners could express their ideas in a simpler way than for them to explain verbally. Drawings deepen learners understanding of science concepts showing their reasoning and show how much they have learned (Ainsworth, Prain, & Tytler, 2011;Nugraha, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Influence of an Inquiry-based Approach on Grade Four Learners’ Understanding of the Particulate Nature of Matter in the Gaseous Phase: A Case Study

Mamombe

Mathabathe

Gaigher

2019

EURASIA J MATH SCI T

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A qualitative pre-/post-test case study was conducted to explore the influence of inquiry-based education in eliciting learners' understanding of the particulate nature of matter in the gaseous phase. Two grade four classes (n=116) were conveniently and purposively sampled from two farm schools in Pretoria, South Africa. Data was collected through pre-test, initial group interviews, post-test, final group interviews and field notes. The pre-intervention data indicated that the continuous, continuousanimistic and the continuous empty models of matter in the gaseous phase dominated learners' understanding in all the four classes. A considerable decrease in the continuous model was observed in the inquiry classes rather than in the lecture classes post-intervention.

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The use of drawing as an alternative assessment tool in biology teaching

Cited by 9 publications

References 4 publications

Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course

Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course

Investigation of the Pre-service Science Teachers’ Perceptions of Protists

The Influence of an Inquiry-based Approach on Grade Four Learners’ Understanding of the Particulate Nature of Matter in the Gaseous Phase: A Case Study

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