Determination of 7th Grade Students' Conceptual Understanding Levels about Heat and Temperature with Formative Assessment Probes

Abstract

The purpose of this study is to investigate effects of formative assessment probes in determining 7th grade students' conceptual understanding level on heat and temperature. This research used the survey method implemented with 120 seventh grade students (63 students from Bursa / Yenişehir and 57 students from Gaziantep). Data were collected with three formative assessment probes about heat and temperature concepts, which were developed by Keeley and overlapping with the gains in curriculum. Findings obtained from this study indicated that most of the students in both groups have imperfect knowledge and incorrect alternative concepts about heat and temperature. Also, they often confuse these concepts and bring this faulty knowledge, based on their everyday experiences without questioning or interpretation, to the learning environment. In this study, it is concluded that formative assessment probes are effective in uncovering students' alternative concepts and conceptual understanding levels. Therefore, it is suggested that such probes should be used in other learning areas in science. New learning environments for teachers should be designed to include more information about the effectiveness, availability, and application of formative assessment techniques