Open AccessPossibilities of dynamic assessment to enhance students’ understanding on abstract science concepts: a systematic review
Author(s) -
Devi Puspitarini,
. Muzzazinah,
Murni Ramli,
Suciati Sudarisman
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1521/4/042028
Subject(s) - science learning , process (computing) , mathematics education , computer science , conceptual framework , psychology , science education , sociology , social science , operating system
Dynamic assessments (DA) had been widely used in language and mathematics learning, but its use in science learning is still limited. One difficulty faced by students in science learning is the sheer number of abstract concepts. This literature review was aimed to find out the prospect of DA in science learning to improve students’ understanding of abstract scientific concepts. This study analyzed various learning topics used with DA, the types of DA instruments, and procedures to train students’ conceptual understanding. The PRISMA was used as the research method. The results showed the DA has been used in learning ecology, biology, atmosphere and water, evolution, and classification, photosynthesis, and weather and climate. It showed DA can improve students’ conceptual understanding. Implementing DA in the learning process can be done by providing additional explanations or training to students. The types of instruments for DA were varied, such as tests, questionnaires, and interviews with semi-structural forms. We recommend the usage of DA to improve student understanding regarding abstract science concepts, especially biology.