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Dynamic assessment of cognitive modifiability in primary school science: an exploratory study in a Singapore classroom
Author
Tan, Hsing Hui
Supervisor
Seng, Alice Seok-Hoon
Yeo, Lay See
Abstract
This study sets out to explore the use of dynamic assessment as a strategy to correct science misconceptions in the topic of ‘Heat’ within a primary science classroom. Six matched pairs of Primary Five students, all aged 11, participated, and were randomly distributed into the Control group and Experimental group. The aim of the study was to compare the effectiveness of the conventional ‘Teach-Test-Correct’ strategy with the newly proposed Dynamic Assessment in Primary Science (DAPS) strategy in promoting conceptual change in the students’ misconceptions on the topic of ‘Heat’.
Preliminary results showed that the Experimental group students who were subjected to the DAPS strategy experienced a positive shift from misconceptions to the scientifically accurate conceptions, while students in the Control group who went through the conventional ‘Teach-Test-Correct’ assessment strategy showed little or no positive conceptual change. In this exploratory study, the DAPS strategy is thus found to be a more effective strategy towards eliminating or reducing the science misconceptions on ‘Heat’ held by the students. The significant improvement observed in the quality of written responses by the Experimental group of students further supports the potential of the DAPS strategy as a new assessment tool that can bring about a shift towards Assessment for Learning in the science classroom. Future efforts can thus be directed towards expanding the repertoire of assessment tasks that can be developed for the DAPS strategy.
Preliminary results showed that the Experimental group students who were subjected to the DAPS strategy experienced a positive shift from misconceptions to the scientifically accurate conceptions, while students in the Control group who went through the conventional ‘Teach-Test-Correct’ assessment strategy showed little or no positive conceptual change. In this exploratory study, the DAPS strategy is thus found to be a more effective strategy towards eliminating or reducing the science misconceptions on ‘Heat’ held by the students. The significant improvement observed in the quality of written responses by the Experimental group of students further supports the potential of the DAPS strategy as a new assessment tool that can bring about a shift towards Assessment for Learning in the science classroom. Future efforts can thus be directed towards expanding the repertoire of assessment tasks that can be developed for the DAPS strategy.
Date Issued
2011
Call Number
Q183.4.S55 Tan
Date Submitted
2011