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Enhancing Formal Assessment using Concept Cartoons in Physics: A Teacher's Perspective.

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Title: Enhancing Formal Assessment using Concept Cartoons in Physics: A Teacher's Perspective.
Authors: Zivanayi, William, Nwaigwe, Chinelo Georgina Candy
Source: Science Education International; 2024, Vol. 35 Issue 4, p348-359, 12p
Subject Terms: SCIENCE education, PHYSICS teachers, SCIENCE teachers, SUMMATIVE tests, FORMATIVE evaluation
Abstract: Fostering methods that promote learners' conceptual understanding is crucial for better performance in science subjects. This study investigated how teachers of physical sciences perceive the utilization of Concept Cartoons as a formative evaluation tool. Ten Grade 11 teachers selected from secondary schools in the Nelson Mandela Bay district of Gqeberha were utilized for this study. A qualitative research approach which included a pre-intervention questionnaire, an intervention, and a post-intervention face-to-face interview was utilized. The intervention involved a discussion on how to use Concept Cartoons in formal assessment in the teaching of Newton's Laws. Pre-intervention phase results indicated that teachers were not using formal assessment techniques in their science lessons. Postintervention results showed that teachers appreciated the use of Concept Cartoons as a formal assessment tool that could be used to improve conceptual understanding of Newton's Laws. The study concludes that Concept Cartoons have been effective as a science teaching tool. The use of Concept Cartoons provides an alternative formative assessment technique vital for the understanding of science concepts. [ABSTRACT FROM AUTHOR]
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Database: Complementary Index
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Abstract:Fostering methods that promote learners' conceptual understanding is crucial for better performance in science subjects. This study investigated how teachers of physical sciences perceive the utilization of Concept Cartoons as a formative evaluation tool. Ten Grade 11 teachers selected from secondary schools in the Nelson Mandela Bay district of Gqeberha were utilized for this study. A qualitative research approach which included a pre-intervention questionnaire, an intervention, and a post-intervention face-to-face interview was utilized. The intervention involved a discussion on how to use Concept Cartoons in formal assessment in the teaching of Newton's Laws. Pre-intervention phase results indicated that teachers were not using formal assessment techniques in their science lessons. Postintervention results showed that teachers appreciated the use of Concept Cartoons as a formal assessment tool that could be used to improve conceptual understanding of Newton's Laws. The study concludes that Concept Cartoons have been effective as a science teaching tool. The use of Concept Cartoons provides an alternative formative assessment technique vital for the understanding of science concepts. [ABSTRACT FROM AUTHOR]
ISSN:1450104X
DOI:10.33828/sei.v35.i4.6