Simulation-based performance assessment: an innovative approach to exploring understanding of physical science concepts

Gale, Jessica; Wind, Stefanie A.; Koval, Jayma; Dagosta, Joseph; Ryan, Michael J.; Usselman, Marion

doi:10.1080/09500693.2016.1236298

Cited by 9 publications

(4 citation statements)

References 17 publications

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“…Based on the misconception findings listed in Table 4, it shows that teachers also experience misconceptions about kinematics in the topics: Linear Motion, Reading Linear Motion Graphs and Parabolic Motion. Students also often encounter these findings of misconceptions of kinematics by teachers, including: speed and acceleration [23,24], parabolic motion [25], and understanding graphs [26]. While the analysis of misconceptions based on the answers of each teacher obtained the results as shown in Table 5.…”

Section: No Sub Chaptermentioning

confidence: 99%

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

Admoko,

Suliyanah

2023

J. Phys.: Conf. Ser.

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The role of a physics teacher in learning is to facilitate student activities to construct correct conceptual understanding as that of a scientist. As the primary source of knowledge for students, a physics teacher is required to have the right concept, but this demand is not necessarily fully fulfilled. This study aims to determine the profile of physics teachers’ understanding of concepts on kinematics material detected by a four-tier misconception test. Participants in this study were 20 high school physics teachers in Surabaya. Based on the results of data analysis, it was found that the dominant misconceptions included: (1) Two objects that make the same displacement at the same time interval will have the same velocity, regardless of the type of movement of the two objects (2) Objects that move vertically straight up or down will always have the acceleration of motion equal to the acceleration of gravity which is directed downwards. (3) As long as the object’s position is at positive coordinates, it means the object is moving in the forward direction. (4) The graph of velocity against time, which has a positive gradient, means that the object always moves forward (5) In parabolic motion, the length of time an object is in the air only depends on the length of its path, the longest path will require the longest time. (6) In parabolic motion, the final speed of an object when it lands on the ground depends not only on its initial speed but also on its elevation angle. The findings of several misconceptions above show that even a physics teacher cannot escape misconceptions. Therefore, it is crucial for a teacher to be able to remedy the misconceptions he suffers so that these misconceptions are not transmitted to the students he teaches. This finding is the first step for researchers to detect misconceptions, followed by the application of certain learning methods to remedy misconceptions in future research.

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Section: No Sub Chaptermentioning

confidence: 99%

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

Admoko,

Suliyanah

2023

J. Phys.: Conf. Ser.

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“…While this is not always feasible, educational technology has great potential to help us innovate towards this goal. Examples are those such as using augmented reality (e.g., Ferrer-Torregrosa et al, 2015), simulation (e.g., Frezzo et al, 2010;Gale et al, 2016), or web-based inquiry (Gobert & Pallant, 2004) to engage students in assessments. Digital representation.…”

Section: A Conceptual Framework For Innovative Assessmentmentioning

confidence: 99%

Practices and Theories: How Can Machine Learning Assist in Innovative Assessment Practices in Science Education

Zhai

2021

J Sci Educ Technol

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As cutting-edge technologies, such as machine learning (ML), are increasingly involved in science assessments, it is essential to conceptualize how assessment practices are innovated by technologies. To partially meet this need, this article focuses on ML-based science assessments and elaborates on how ML innovates assessment practices in science education. The article starts with an articulation of the "practice" nature of assessment both of learning and for learning, identifying four essential assessment practices: identifying learning goals, eliciting performance, interpreting observations, and decision-making and action-taking. I then extend a three-dimensional framework for innovative assessments, including construct, functionality, and automaticity, and based on which to conceptualize innovative assessments in three levels: substitute, transform, and redefine. Using the framework, I elaborate on how the 10 articles included in this special issue, Applying Machine Learning in Science Assessment: Opportunity and Challenge, advanced our knowledge of the innovations that ML brought to science assessment practices. I contend that the 10 articles exemplify a great deal of effort to transform the four components of assessment practices: ML allows assessments to target complex, diverse, and structural constructs, and thus better approaching the threedimensional science learning goals of the Next Generation Science Standards (NGSS Lead States, 2013); ML extends the approaches used to eliciting performance and collecting evidence; ML provides a means to better interpreting observations and using evidence; ML supports immediate and complex decision-making and action-taking. I conclude this article by pushing the field to consider the underlying educational theories that are needed for innovative assessment practices and the necessities of establishing a "romance" between assessment practices and the relevant educational theories, which I contend are the prominent challenges to forward innovative and ML-based assessment practices in science education.

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“…A thorough reporting of science learning outcomes is beyond the scope of this paper; however, to contextualize students' application of science concepts within the engineering design challenge, we reference assessments and performance assessment data indicating significant increases in student understanding of targeted physical science concepts following participation in the curriculum (Gale, Koval, Wind, Ryan, & Usselman, 2016a;Gale, Wind, Dagosta, Ryan, & Usselman, 2016b). For example, student performance on a pre-post assessment conducted contemporaneously with this study is presented in Table 8.…”

Section: Research Question 2: Application Of Science Conceptsmentioning

confidence: 99%

Implementing NGSS Engineering Disciplinary Core Ideas in Middle School Science Classrooms: Results from the Field

Gale¹,

Koval²,

Ryan³

et al. 2018

Journal of Pre-College Engineering Education Research (J-PEER)

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With the inclusion of engineering disciplinary core ideas (DCIs), the Next Generation Science Standards (NGSS) position engineering as a new priority in K-12 science classrooms. This paper reports findings from the implementation of SLIDER, a problem-based learning 8th grade physical science curriculum that integrates engineering and physical science core ideas. As a culminating engineering design challenge, the SLIDER curriculum asks students to apply their understanding of energy, motion, and forces to design an automatic braking system for a robotic truck. The paper describes the curriculum and synthesizes findings from an array of data sources including student design interviews, written design recommendations, engineering notebooks, pre-and post-assessments, and teacher interviews to address two research questions: (1) To what extent and in what ways do students participating in the SLIDER curriculum engage in NGSS engineering DCIs: defining problems, developing solutions, and optimizing solutions? (2) To what extent and in what ways do students draw upon their understanding of science concepts as they engage in engineering design? Findings indicate variations in the degree to which students participating in the SLIDER curriculum engaged across the three NGSS engineering DCIs, with students generally demonstrating competency with regard to identifying and delimiting the engineering problem (ETS1.A) and, to varying degrees, developing solutions (ETS1.B) but experiencing more challenges engaging in the optimization of design solutions (ETS1.C). Findings also illustrate the degree to which students were able to apply their knowledge of relevant physical science core ideas (e.g., friction, force) as they developed and communicated their solutions. Implications of the findings for instruction, curriculum development, and assessment are discussed.

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Simulation-based performance assessment: an innovative approach to exploring understanding of physical science concepts

Cited by 9 publications

References 17 publications

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

Practices and Theories: How Can Machine Learning Assist in Innovative Assessment Practices in Science Education

Implementing NGSS Engineering Disciplinary Core Ideas in Middle School Science Classrooms: Results from the Field

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