E- Formative Assessment Integration in Collaborative Inquiry:   A Strategy to Enhance Students' Conceptual Understanding in Static Fluid Concepts

S. Kusairi; H.  A. Hardiana; P. Swasono; A. Suryadi; Y. Afrieni

doi:10.15294/jpfi.v17i1.23969

E- Formative Assessment Integration in Collaborative Inquiry: A Strategy to Enhance Students' Conceptual Understanding in Static Fluid Concepts

S. Kusairi⁽¹⁾, H. A. Hardiana⁽²⁾, P. Swasono⁽³⁾, A. Suryadi⁽⁴⁾, Y. Afrieni⁽⁵⁾,

DOI: https://doi.org/10.15294/jpfi.v17i1.23969

(1) Department of Physics, Universitas Negeri Malang
(2) Department of Physics, Universitas Negeri Malang
(3) Department of Physics, Universitas Negeri Malang
(4) Department of Physics, Universitas Negeri Malang
(5) Department of Physics, Universitas Negeri Malang

Abstract

This study aims to analyze students' conceptual Â understanding and their difficulties in grasping the static fluid concepts after they learned throughout integrated e-formative assessments in collaborative inquiry. This mixed-method research involved 28 senior high school students.Â Students studied static fluid concepts with a collaborative inquiry strategy supported by the implementation of web-based formative assessment. Students' conceptual understanding and their difficulties were assessed using multiple-choice questions with the reasons (r= 0.75.). The result showed that students' conceptual understanding was improved after learning, which is indicated by the moderate normalized gain value (0.5374), and the strong effect size (2.772). However, there were still some difficulties that students have regarding factors that influence buoyancy. Providing more portion of the conceptual discussions and practising problem-solving during learning through e-formative assessment were recommended. Learning difficulties that have been found in this study can be considered and anticipated by teachers in teaching static fluid topic.Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â

Keywords

collaborative inquiry, e-formative assessment, static fluid, student difficulties

Full Text:

PDF

References

Apaydin, Z. (2014). The Knowledge Structures about Buoyancy Concept of Secondary School Students: Phenomenological Primitive Flotation. TED EÄžÄ°TÄ°M VE BÄ°LÄ°M, 39(174). https://doi.org/10.15390/EB.2014.3258

Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative Inquiry Learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349â€“377. https://doi.org/10.1080/09500690802582241

Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5â€“25. https://doi.org/10.1080/0969594X.2010.513678

Besson, U. (2004). Students' conceptions of fluids. International Journal of Science Education, 26(14), 1683â€“1714. https://doi.org/10.1080/0950069042000243745

Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7â€“74. https://doi.org/10.1080/0969595980050102

Chen, Y., Irving, P. W., & Sayre, E. C. (2013). Epistemic game for answer making in learning about hydrostatics. Physical Review Special Topics - Physics Education Research, 9(1), 010108. https://doi.org/10.1103/PhysRevSTPER.9.010108

Dennis, L. R., Rueter, J. A., & Simpson, C. G. (2013). Authentic Assessment: Establishing a Clear Foundation for Instructional Practices. Preventing School Failure: Alternative Education for Children and Youth, 57(4), 189â€“195. https://doi.org/10.1080/1045988X.2012.681715

diSessa, A. A. (2018). A Friendly Introduction to "Knowledge in Pieces": Modeling Types of Knowledge and Their Roles in Learning. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematical Education (pp. 65â€“84). Springer International Publishing. https://doi.org/10.1007/978-3-319-72170-5_5

Gette, C. R., Kryjevskaia, M., Stetzer, M. R., & Heron, P. R. L. (2018). Probing student reasoning approaches through the lens of dual-process theories: A case study in buoyancy. Physical Review Physics Education Research, 14(1), 010113. https://doi.org/10.1103/PhysRevPhysEducRes.14.010113

Gijlers, H., & de Jong, T. (2009). Sharing and Confronting Propositions in Collaborative Inquiry Learning. Cognition and Instruction, 27(3), 239â€“268. https://doi.org/10.1080/07370000903014352

Goszewski, M., Moyer, A., Bazan, Z., & Wagner, D. J. (2013). Exploring student difficulties with pressure in a fluid. 154â€“157. https://doi.org/10.1063/1.4789675

Hammer, D., & Elby, A. (2003). Tapping Epistemological Resources for Learning Physics. Journal of the Learning Sciences, 12(1), 53â€“90. https://doi.org/10.1207/S15327809JLS1201_3

Handayanto, S. K., Muhardjito, & Wijaya, C. P. (2018). Scaffolding for solving problem in static fluid: A case study. 030028. https://doi.org/10.1063/1.5019519

Kusairi, S. (2013). Analisis Asesmen Formatif Fisika SMA Berbantuan Komputer. Jurnal Penelitian Dan Evaluasi Pendidikan, 16, 68â€“87. https://doi.org/10.21831/pep.v16i0.1106

Kusairi, S., Alfad, H., & Sulaikah, S. (2017). Development of Web-Based Intelligent Tutoring (iTutor) to Help Students Learn Fluid Statics. Journal of Turkish Science Education., 14(2), 1â€“11. https://doi.org/10.12973/tused.10194a

Lafuente, M., Remesal, A., & Ãlvarez Valdivia, I. M. (2014). Assisting learning in e-assessment: A closer look at educational supports. Assessment & Evaluation in Higher Education, 39(4), 443â€“460. https://doi.org/10.1080/02602938.2013.848835

Loughland, T., & Kilpatrick, L. (2015). Formative assessment in primary science. Education 3-13, 43(2), 128â€“141. https://doi.org/10.1080/03004279.2013.767850

Loverude, M. E., Heron, P. R. L., & Kautz, C. H. (2010). Identifying and addressing student difficulties with hydrostatic pressure. American Journal of Physics, 78(1), 75â€“85. https://doi.org/10.1119/1.3192767

McMillan, J. H., Venable, J. C., & Varier, D. (2013). Studies of the Effect of Formative Assessment on Student Achievement: So Much More is Needed. Practical Assessment, Research & Evaluation, 18(2). Retrieved from http://pareonline.net/getvn.asp?v=18&n=2

Raes, A., Schellens, T., & De Wever, B. (2014). Web-based Collaborative Inquiry to Bridge Gaps in Secondary Science Education. Journal of the Learning Sciences, 23(3), 316â€“347. https://doi.org/10.1080/10508406.2013.836656

Rahmawati, I. D., Suparmi, & Sunarno, W. (2018). Students concept understanding of fluid static based on the types of teaching. Journal of Physics: Conference Series, 983, 012029. https://doi.org/10.1088/1742-6596/983/1/012029

RodrÃguez-GÃ³mez, G., Quesada-Serra, V., & Ibarra-SÃ¡iz, M. S. (2016). Learning-oriented e-assessment: The effects of a training and guidance programme on lecturers' perceptions. Assessment & Evaluation in Higher Education, 41(1), 35â€“52. https://doi.org/10.1080/02602938.2014.979132

Suarez, A., Kahan, S., Zavala, G., & Marti, A. C. (2017). Students' conceptual difficulties in hydrodynamics. Physical Review Physics Education Research, 13(2), 020132. https://doi.org/10.1103/PhysRevPhysEducRes.13.020132

Sulasih, Suparmi, A., & Sarwanto. (2017). Profile of student critical thinking ability on static fluid concept. Journal of Physics: Conference Series, 909, 012060. https://doi.org/10.1088/1742-6596/909/1/012060

Sun, D., Looi, C.-K., & Xie, W. (2017). Learning with collaborative inquiry: A science learning environment for secondary students. Technology, Pedagogy and Education, 26(3), 241â€“263. https://doi.org/10.1080/1475939X.2016.1205509

Sutopo, & Waldrip, B. (2014). Impact of A Representational Approach on Students' Reasoning and Conceptual Understanding in Learning Mechanics. International Journal of Science and Mathematics Education, 12(4), 741â€“765. https://doi.org/10.1007/s10763-013-9431-y

Ucan, S., & Webb, M. (2015). Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? International Journal of Science Education, 37(15), 2503â€“2532. https://doi.org/10.1080/09500693.2015.1083634

Urhahne, D., Schanze, S., Bell, T., Mansfield, A., & Holmes, J. (2010). Role of the Teacher in Computerâ€supported Collaborative Inquiry Learning. International Journal of Science Education, 32(2), 221â€“243. https://doi.org/10.1080/09500690802516967

Wagner, D. J., Carbone, E., & Lindow, A. (2014). Exploring Student Difficulties with Buoyancy. 2013 Physics Education Research Conference Proceedings, 357â€“360. https://doi.org/10.1119/perc.2013.pr.077

Weurlander, M., SÃ¶derberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: Students' experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747â€“760. https://doi.org/10.1080/02602938.2011.572153

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution 4.0 International License