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Assessing Conceptual Understanding in Primary Science Through Students’ Multimodal Representations in Science Notebooks

  • Caroline HoEmail author
  • Fei Victor Lim
Chapter

Abstract

This chapter reports on a study which explored how teachers could identify gaps in their students’ conceptual understanding, and facilitate students’ use of both appropriate content vocabulary and visual representations to communicate scientific concepts through the use of science notebooks. The study pilots a framework that was developed for assessing, through students’ artefacts, the extent to which students’ conceptual understanding, specific content vocabulary, and the ability to show relationships between concepts were made explicit. Implications are discussed, with attention given to refinements of the framework.

Notes

Acknowledgments

The authors wish to thank Noorhafidzah Shaffi, Amy Tan Li-Xian, Wong Choo Lat supported by Chew Mun Wai of Ang Mo Kio Primary School for their invaluable support and contribution to this study.

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Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  1. 1.Ministry of EducationSingaporeSingapore
  2. 2.National Institute of Education, Nanyang Technological UniversitySingaporeSingapore

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