@article {358,
	title = {EFFECTS OF FORMATIVE ASSESSMENT PROBES INTEGRATED IN EXTRA-CURRICULAR HANDS-ON SCIENCE: MIDDLE SCHOOL STUDENTS{\textquoteright} UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {243-258},
	abstract = {This study had three main purposes, to (a) determine students{\textquoteright} understanding of basic physics concepts, (b) analyze the science concepts and their connection to real-life context in science curricula and teaching materials, (c) evaluate effect of formative assessment probes on students{\textquoteright} understanding of selected key concepts. Subjects were 197, 8th grade students who had studied five basic physics concepts. To evaluate students{\textquoteright} understanding, a questionnaire consisting of formative assessment probes was administered with 4 multiple choice and 4 open-ended questions. Findings indicated that students had poor conceptual understanding of the concepts. Science curriculum, analyzed in terms of application to real-world contexts, indicated that textbooks included few practical explanations. In an intervention, one public school received formative assessment probes integrated with extra-curricular hands-on science instruction. Pre-post data showed significant increases in students{\textquoteright} understanding of basic physics concepts. Finding that these students significantly out-performed other groups implies: (a) the need to include students{\textquoteright} prior learning in instruction },
	keywords = {formative assessment, hands-on science instruction, real-world context, science concepts},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.243},
	url = {http://oaji.net/articles/2015/987-1437063296.pdf},
	author = {Nermin Bulunuz and M{\i}zrap Bulunuz and Hanife Peker}
}
