A case study on the use of a formative assessment probe to determine the presence of science misconceptions in elementary school students: Implications for teaching and curriculum.

摘要

While there may be disagreement on exactly what scientific literacy means, there is arguably little disagreement that students in the United States are desperately lacking in it. If the goal of science education is to produce scientifically literate individuals, then weaknesses in their knowledge must be identified and corrected. These weaknesses arise from misconceptions that exist in the students' conceptual and contextual understanding, as well as other forces. The purpose of this study was to determine whether patterns exist in students' misconceptions, specifically in physical science, and if so, whether the misconceptions change as students move from grade to grade. The use of a two-tiered science assessment probe facilitated this determination.;This study reported on students in grades one through five who were instructed in the topic of phases of matter during science lessons developed for use in each of the above-mentioned grades. This constructivist curricular program was developed to provide science content, foster critical thinking skills, and bridge the gap between students' prior knowledge and new application.;A total of 539 students participated in the study. An assessment probe, consisting of a scenario with one multiple-choice question and six responses, and a rationale section, was administered. Interviews were also conducted of students in each grade level. Results from the study indicated that students in each grade level shared similar ideas about the phases of matter. Chi-square analysis of the results also revealed that there was a significant difference in the frequency of each multiple-choice response across grade levels as well. Despite detailed instruction on the topic in grades three and four, fewer fifth grade students answered correctly than did those in second grade, who had not yet received the detailed instruction.;Recommendations were made by the researcher for the use of formative assessments to determine the presence of misconceptions. Use of a two-tiered assessment, such as the probe used in this study, will allow the teacher to gain insight into the student's level of understanding in many different concepts in science. Once the misconception is identified, it can then be corrected with additional instruction. Implications of the study included the need for professional development, the alignment of curriculum, and the need to focus attention on science literacy as the goal of science education.