Analysis of the Middle School Students' Conceptions about Buoyancy

김이영,; Kim, Jina

doi:10.21796/jse.2012.36.2.369

journalofscienceeducation

2012

DOI: 10.21796/jse.2012.36.2.369

|View full text |Cite

Analysis of the Middle School Students' Conceptions about Buoyancy

김이영 김이영¹,

Jina Kim²

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2017

2022

Publication Types

Select...

Article2

Relationship

Self Cite0

Independent2

Authors

Journals

Cited by 2 publications

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Developing a Four-level Learning Progression and Assessment for the Concept of Buoyancy

Seounghey

Song

Kim

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Despite its complexity in science, sinking and floating is a phenomenon about which students of almost all grades develop personal theories, using a variety of conceptual elements such as weight, volume, shape, and density, prior to classroom teaching. Here, we distribute students from elementary to high school according to the levels of their achievement on the learning progression regarding the buoyancy phenomenon. We suggest four levels of learning progression for buoyancy concept. We developed a 13-item, open-ended, and short essay type questionnaire to evaluate students' learning progression of buoyancy concept based on two different contexts. We evaluated the validity and reliability of the new instrument for measuring buoyancy learning progression using a series of rigorous statistical tests. Participants of this study were students in grades 3-12 (N = 1,017). A series of analyses including internal consistency analysis (Cronbach alpha), confirmatory factor analysis using structural equation modeling, and Rasch analysis for item fit and person/item reliability revealed that the instrument met the quality benchmark. Furthermore, our findings revealed that students' abilities in two different contexts were differentiated. Finally, we discuss the four levels of learning progression, concept assessment items developed, and some implications based on the findings.

show abstract

Developing a Four-level Learning Progression and Assessment for the Concept of Buoyancy

Seounghey

Song

Kim

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

Assessment of Knowledge Integration in Student Learning of Buoyant Force

Zeng

Jin

et al. 2022

JBSE

View full text Add to dashboard Cite

Students’ problem-solving ability depends on their understanding of related scientific concepts. Therefore, the modeling and assessment of students’ understanding of specific scientific concepts is important to promote students’ problem-solving ability, as it can find students’ understanding difficulties and explore breakthrough strategies accordingly. Inspired by the theory of knowledge integration and combined with the situational characteristics of science education in China, this study established a conceptual framework about buoyant force, which was applied to model students’ different understandings of it. And based on the established framework, an assessment of buoyant force was designed and tested among 622 Chinese lower-secondary school students. Through the analysis of the test data and the interview outcomes, it was found that students’ understanding of buoyant force could be divided into three levels of knowledge integration including novice, intermediate, and expert. Furthermore, the results demonstrate that an emphasis on the nature of buoyant force can be an effective strategy to help students achieve a deeper conceptual understanding of buoyant force, leading to a more integrated knowledge structure. Keywords: assessment of knowledge integration, buoyant force, central idea, conceptual framework, scientific concept understanding

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Analysis of the Middle School Students' Conceptions about Buoyancy

Cited by 2 publications

References 0 publications

Developing a Four-level Learning Progression and Assessment for the Concept of Buoyancy

Developing a Four-level Learning Progression and Assessment for the Concept of Buoyancy

Assessment of Knowledge Integration in Student Learning of Buoyant Force

Contact Info

Product

Resources

About