Examination of Effects of Embedding Formative Assessment in Inquiry-Based Teaching on Conceptual Learning
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Published
Feb 29, 2024
Abstract
Scaffolding in learning and teacher guidance during inquiry can be attained by formative assessment, which needs to be built into every stage of inquiry. Investigation of the effects of embedded formative assessment in inquiry-based learning on students’ conceptual understanding was the aim of this study. Mixed method experimental research design including quantitative and qualitative data collection methods was used for this study. The participants were 41 students, who were in tenth grade of a suburban public high school. The study reached the following conclusions. First, formative assessment combined with inquiry-based teaching serves as a catalyst for students’ conceptual learning and elevates effects of inquiry. Second, eliciting evidence of learning and feedback may be the primary stages of formative assessment in accelerating student learning and supporting student knowledge development. This study suggests that assessment should be done when teaching continuous and teachers need to adopt formative assessment while performing inquiry-based teaching.
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Keywords
Formative Assessment, Conceptual Learning, Inquiry-Based Teaching, Physics
References
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teaching in professional development activities, PK-12. Paper presented at the annual meeting of the Association of Teacher Educators, Jacksonville, FL, February 4 (ERIC Document Reproduction Service No. ED475577).
Beesley, A. D., Clark, T. F., Dempsey, K., & Tweed, A. (2018). Enhancing formative assessment practice and encouraging middle school mathematics engagement and persistence. School Science and Mathematics, 118(1-2):4-16. DOI: https://doi.org/10.1111/ssm.12255
Bella, T., Urhahneb, D., Schanzec, S., & Ploetzner, r. (2010). Collaborative Inquiry Learning: Models, tools, and challenges. International Journal of Science Education, 32(3):349-377. DOI: https://doi.org/10.1080/09500690802582241
Bernard, P., Dudek-Różycki, K., & Orwat, K. (2019). Integration of inquiry-based instruction with formative assessment: The case of experienced chemistry teachers. Journal of Baltic Science Education, 18(2):184-196. DOI: https://doi.org/10.33225/jbse/19.18.184
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1):5-31. DOI: https://doi.org/10.1007/s11092-008-9068-5
Bulunuz, M. (2007). Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences, Ph.D. diss., Georgia State University, Atlanta, GA.
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Earl, K., & Giles, D. (2011). An-other look at assessment: Assessment in learning New Zealand. Journal of Teachers’ Work, 8(1):11-20.
Eksin, H., & Ogan-Bekiroglu, F. (2013). Argumentation as a strategy for conceptual learning of dynamics. Research in Science Education, 43(5):1939-1956. DOI: https://doi.org/10.1007/s11165-012-9339-5
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Galili, I., & Hazan, A. (2000). Learners’ knowledge in optics: Interpretation, structure and analysis. International Journal of Science Education, 22(1):57-88. DOI: https://doi.org/10.1080/095006900290000
Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5):693-705. DOI: https://doi.org/10.1002/sce.10039
Grob, R. , Holmeier, M., & Labudde, P. (2017). Formative Assessment to Support Students’ Competences in Inquiry-Based Science Education. Interdisciplinary Journal of Problem-Based Learning, 11(2). DOI: https://doi.org/10.7771/1541-5015.1673
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Alouf, J.L., & Bentley, M.L. (2003). Assessing the impact of inquiry-based science
teaching in professional development activities, PK-12. Paper presented at the annual meeting of the Association of Teacher Educators, Jacksonville, FL, February 4 (ERIC Document Reproduction Service No. ED475577).
Beesley, A. D., Clark, T. F., Dempsey, K., & Tweed, A. (2018). Enhancing formative assessment practice and encouraging middle school mathematics engagement and persistence. School Science and Mathematics, 118(1-2):4-16. DOI: https://doi.org/10.1111/ssm.12255
Bella, T., Urhahneb, D., Schanzec, S., & Ploetzner, r. (2010). Collaborative Inquiry Learning: Models, tools, and challenges. International Journal of Science Education, 32(3):349-377. DOI: https://doi.org/10.1080/09500690802582241
Bernard, P., Dudek-Różycki, K., & Orwat, K. (2019). Integration of inquiry-based instruction with formative assessment: The case of experienced chemistry teachers. Journal of Baltic Science Education, 18(2):184-196. DOI: https://doi.org/10.33225/jbse/19.18.184
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1):5-31. DOI: https://doi.org/10.1007/s11092-008-9068-5
Bulunuz, M. (2007). Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences, Ph.D. diss., Georgia State University, Atlanta, GA.
Bybee, R. W. (2008). Scientific literacy, environmental issues, and PISA 2006: The 2008 Paul F-Brandwein lecture. Journal of Science Education and Technology, 17(6):566-585. DOI: https://doi.org/10.1007/s10956-008-9124-4
Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1):1-6. DOI: https://doi.org/10.1080/00098650903267784
Chappuis, J. et al. (2014). Classroom assessment for student learning (2nd ed.). Pearson. ISBN: 9781292 021201.
Chen, C. H., & Chen, C. Y. (2012). Instructional approaches on science performance, attitude and inquiry ability in a computer-supported collaborative learning environment. Turkish Online Journal of Educational Technology-TOJET, 11(1):113-122.
Chen, Q., Zhang, J., & Li, L. (2021). Problematising formative assessment in an undeveloped region of China: voices from practitioners. Educational Assessment, Evaluation and Accountability, 33(4):649-673.
Chu, H.E., Treagust, D.F., & Chandrasegaran, A.L. (2009). A stratified study of students’ understanding of basic optics concepts in different contexts using two-tier multiple-choice items. Research in Science and Technological Education, 27(3):253-265. DOI: https://doi.org/10.1080/02635140903162553
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24:205-249. DOI: https://doi:10.1007/s10648-011-9191-6
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.) Erlbaum. ISBN: 0805802835
Correia, C. F., & Harrison, C. (2020). Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice. Research in Science & Technological Education, 38(3):355-376. DOI: https://doi.org/10.1080/02635143.2019.1634040
Cresswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). Sage. ISBN: 9781483344379
Decristan, J., Klieme, E., Kunter, M., Hochweber, J., Büttner, G., Fauth, B., ... & Hardy, I. (2015). Embedded formative assessment and classroom process quality: How do they interact in promoting science understanding? American Educational Research Journal, 52(6):1133-1159. DOI: https://doi.org/10.3102/0002831215596412
Demirci, N. & Ahcı, M. (2016). University students’ conceptual understanding on the subjects of light and optics. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 10(1):142-181.
Derting, T. L., & Ebert-May, D. (2010). Learner-centered inquiry in undergraduate biology: positive relationships with long-term student achievement. CBE-Life Sciences Education, 9(4):462-472. DOI: https://doi.org/10.1187/cbe.10-02-0011
Dorić, B., Lambić, D., & Jovanović, Z. (2021). The use of different simulations and different types of feedback and students’ academic performance in physics. Research in Science Education, 51:1437-1457. DOI: https://doi.org/10.1007/s11165-019-9858-4
Earl, K., & Giles, D. (2011). An-other look at assessment: Assessment in learning New Zealand. Journal of Teachers’ Work, 8(1):11-20.
Eksin, H., & Ogan-Bekiroglu, F. (2013). Argumentation as a strategy for conceptual learning of dynamics. Research in Science Education, 43(5):1939-1956. DOI: https://doi.org/10.1007/s11165-012-9339-5
Fleiss, J. L. (1981). Statistical methods for rates and proportions (2nd ed.). John Wiley. ISBN: 9780471064282
Fuller, K. (2017). Beyond reflection: Using e-portfolios for formative assessment to improve student engagement in non-majors introductory science. The American Biology Teacher, 79(6):442-449. DOI: https://doi.org/10.1525/abt.2017.79.6.442
Furtak, E. M., & Ruiz-Primo, M. A. (2008). Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts. Science Education, 92:799-824. DOI: https://doi.org/10.1002/sce.20270
Galili, I., & Hazan, A. (2000). Learners’ knowledge in optics: Interpretation, structure and analysis. International Journal of Science Education, 22(1):57-88. DOI: https://doi.org/10.1080/095006900290000
Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5):693-705. DOI: https://doi.org/10.1002/sce.10039
Grob, R. , Holmeier, M., & Labudde, P. (2017). Formative Assessment to Support Students’ Competences in Inquiry-Based Science Education. Interdisciplinary Journal of Problem-Based Learning, 11(2). DOI: https://doi.org/10.7771/1541-5015.1673
Harlen, W. (2006). On the relationship between assessment for formative and summative purposes. In J. Gardner (Ed.) Assessment and learning. Sage. ISBN: 9781412910507. pp. 103-117.
Harrison, C. et al. (2018). Assessment On-the-Fly: Promoting and Collecting Evidence of Learning Through Dialogue. In Dolin, J., Evans, R. (Eds.) Transforming Assessment: Through an Interplay Between Practice, Research and Policy, vol 4. Springer Cham. ISBN: 9783319632476. pp. 83-107.
Haury, D.L. (1993). Teaching science through inquiry. ERIC Document Reproduction Service No. ED359048.
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2):140-145. DOI: https://doi.org/10.1177/003172170708900210
Hewson, P. W. (1992, June). Conceptual change in science teaching and teacher education. In a meeting on “Research and Curriculum Development in Science Teaching,” under the auspices of the National Center for Educational Research, Documentation, and Assessment, Ministry for Education and Science, Madrid, Spain. pp. 329-342.
Hiemstra, R. (2001). Uses and benefits of journal writing. New Directions for Adult and Continuing Education, 90:19-26.
Hogan, K., & Fisherkeller, J. (1996). Representing students' thinking about nutrient cycling in ecosystems: Bidimensional coding of a complex topic. Journal of Research in Science Teaching, 33(9):941-970. DOI: https://doi.org/10.1002/(SICI)1098-2736(199611)33:9<941::AID-TEA1>3.0.CO;2-V
Hung, M. (2010). What Matters in Inquiry-Based Science Instruction? ERIC Document Reproduction Service No. ED514026.
Johnson, S. A., & Cuevas, J. (2016). The effects of inquiry project-based learning on student reading motivation and student perceptions of inquiry learning processes. Georgia Educational Researcher, 13(1):51. DOI: https://doi.org/10.20429/ger.2016.130102
Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multivariable causality. Journal of Research in Science Teaching, 40(9):898-921. DOI: https://doi.org/10.1002/tea.10115
Kerekovic, S. (2021). Formative assessment and motivation in ESP: A case study. Language Teaching Research Quarterly, 23:64-79. DOI: https://doi:10.32038/ltrq.2021.23.06
Koksalan, S. & Ogan-Bekiroglu, F. (2019). Embedding formative assessment in inquiry-based learning. In W. Wu & S. Alan, (Eds.), Research Highlights in Education and Science. ISRES Publishing. ISBN: 9786058165496. pp. 15-23.
Kuhlthau, C. C. (2010). Guided inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1):17-28. DOI: https://doi.org/10.29173/slw6797
Kuhlthau, C. C., Maniotes, L. K. and Caspari, A. K. (2015). Guided Inquiry: Learning in the 21st Century (2nd ed.). Libraries Unlimited. ISBN: 9781440833816.
Kusairi, H. A. Hardiyana, P. Suwasono, A. Suryadi, Y. Afrieni (2021). E- Formative Assessment Integration in Collaborative Inquiry: A Strategy to Enhance Students' Conceptual Understanding in Static Fluid Concepts. Journal Pendidikan Fisika Indonesia, 17(1):13-21. DOI: https://doi.org/10.15294/jpfi.v17i1.23969
Laipply, R. S. (2004). A case study of self-efficacy and attitudes toward science in an inquiry-based biology laboratory. Ph.D. diss., University of Akron, Ohio.
Leenknecht, M, Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2021). Formative assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher Education, 46(2):236-255. DOI: https://doi.org/10.1080/02602938.2020.1765228
McMillan, J. H. (2021). Classroom assessment: Principles and practice that enhance student learning and motivation (7th Ed). Pearson. ISBN: 9780134523309
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4):474-496. DOI: https://doi.org/10.1002/tea.20347
National Research Council (NRC) (2000). Inquiry and the national science education standards. National Academies Press. ISBN: 9780309064767
Nieminen, P., Hähkiöniemi, M., & Viiri, J. (2021) Forms and functions of on-the-fly formative assessment conversations in physics inquiry lessons. International Journal of Science Education, 43(3):362-384. DOI: https://doi.org/10.1080/09500693.2020.1713417
Organization for Economic Co-operation and Development (OECD) (2007). PISA 2006: Science competencies for tomorrow’s world, volume I analysis. OECD, Paris
Posner, G. J., Strike, K. A., Hewson, P.W., & Gertzog,W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66:211-227.
Psycharis (2016). The Impact of Computational Experiment and Formative Assessment in Inquiry-Based Teaching and Learning Approach in STEM Education. Journal of Science Education and Technology, 25:316-326. DOI: https://doi.org/10.1007/s10956-015-9595-z
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How to Cite
Koksalan, S., & Ogan-Bekiroglu, F. (2024). Examination of Effects of Embedding Formative Assessment in Inquiry-Based Teaching on Conceptual Learning. Science Insights Education Frontiers, 20(2), 3223–3246. https://doi.org/10.15354/sief.24.or512
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