Students’ Understanding of Liıght Concepts ın the Secondary School

Abstract

Learning science is a complex process and students develop limited understanding even after instruction. The aim of the research is to use students’ diagrams to assess conceptual understanding of science related to ‘light’ in grade eight students. Data were collected with the use of a written test, questionnaire and documents. Each question of the written test consisted of two parts; diagram and written explanation. Data obtained were analysed qualitatively and quantitatively. It was noted that students provided more than twenty different diagrams for each question instead of correct diagram. A large number of incorrect diagrams with incorrect explanations showed that students did not possess a correct understanding of concepts related to light. Responses to teacher questionnaire revealed that 98% of teachers provide opportunities for their students to draw diagrams to assess understanding of science. Students’ diagrams can be effectively used to assess conceptual understanding of science knowledge of secondary students.