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Title: Exploring Student Understanding of Force and Motion Using a Simulation-Based Performance Assessment
Performance assessment (PA) has been increasingly advocated as a method for measuring students’ conceptual understanding of scientific phenomena. In this study, we describe preliminary findings of a simulation- based PA utilized to measure 8th grade students’ understanding of physical science concepts taught via an experimental problem-based curriculum, SLIDER (Science Learning Integrating Design Engineering and Robotics). In SLIDER, students use LEGO robotics to complete a series of investigations and engineering design challenges designed to deepen their understanding of key force and motion concepts (net force, acceleration, friction, balanced forces, and inertia). The simulation-based performance assessment consisted of 4 tasks in which students engaged with video simulations illustrating physical science concepts aligned to the SLIDER curriculum. The performance assessment was administered to a stratified sample of 8th grade students (N=24) in one school prior to and following implementation of the SLIDER curriculum. In addition to providing an illustration of the use of simulation- based performance assessment in the context of design-based implementation research (DBIR), the results of the study indicate preliminary evidence of student learning over the course of curriculum implementation.  more » « less
Award ID(s):
0918618
PAR ID:
10376265
Author(s) / Creator(s):
; ; ; ;
Date Published:
Journal Name:
Journal of Research in STEM Education
Volume:
2
Issue:
1
ISSN:
2149-8504
Page Range / eLocation ID:
39 to 58
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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