Forms and Functions of On-the-Fly Formative Assessment Conversations in Physics Inquiry Lessons

Autor/inn/en	Nieminen, Pasi; Hähkiöniemi, Markus; Viiri, Jouni
Titel	Forms and Functions of On-the-Fly Formative Assessment Conversations in Physics Inquiry Lessons
Quelle	In: International Journal of Science Education, 43 (2021) 3, S.362-384 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nieminen, Pasi) ORCID (Hähkiöniemi, Markus) ORCID (Viiri, Jouni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1713417
Schlagwörter	Physics; Science Instruction; Formative Evaluation; Grade 7; Cognitive Processes; Scientific Concepts; Concept Formation; Inquiry; Student Evaluation; Foreign Countries; Science Activities; Thinking Skills; Evaluation Methods; Teaching Methods; Finland + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Schulnote; Studentische Bewertung; Ausland; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	This case study examined teachers' on-the-fly formative assessment conversations, that is, how teachers collect information from students' thinking and use that information to support their learning during teacher-student interactions. Previous studies have typically analysed whole-class discussions on the level of speaking turns, and have identified means of collecting information (eliciting) and using information (feedback). This study used episode-based analysis to identify both forms and functions of on-the-fly formative assessment conversations during all phases of the inquiry lessons. We video-recorded two teachers' physics lessons for 7th graders (13-14 years). When analysing the forms of on-the-fly formative assessment conversations, we found five types of collecting information, including questioning and other means, and four ways of using the information. We also studied the functions of on-the-fly formative assessment and found four main functions and their sub-functions. The main functions differed according to the purpose of guiding in relation to the flow of student inquiry. Teachers: (1) checked or examined students' thinking; (2) corrected or developed students' present thinking; (3) redirected students' thinking; and (4) reviewed students' thinking. The analysis of forms and functions enabled us to recognise differences in two physics inquiry lessons on the same topic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01