Sensemaking in sound from a free response final exam for 6th grade Physics

TL;DR

This study analyzes 6th grade students' written responses to a physics exam question about sound, revealing insights into their sensemaking processes and demonstrating that even low-performing students can achieve advanced understanding levels.

Contribution

It introduces a novel analysis of sensemaking through a single-question free response exam, highlighting its potential for assessment and instructional improvement.

Findings

Students demonstrate both Basic and Advanced sensemaking levels.

Low-performing students can achieve Advanced understanding.

Single-question format facilitates deep insight into student comprehension.

Abstract

This article investigates the sensemaking demonstrated in 6th grade students' written responses to a single question free response final exam for physics asking them to recount everything they learned over the course of the academic year. International exams such as the PISA and TIMSS show that students continue to have persistent difficulties with their comprehension, and appreciation, of science. Sensemaking and development of a deeper understanding of concepts is of fundamental importance when teaching science, but little progress has been made over the ensuing decades. The research questions are: What sensemaking of physics is communicated through a single question free response exam? In particular, what topics are preferred by students and how are the semiotic resources of written and visual representations utilized to express sensemaking? With specific attention given to the topic of sound we observe two levels of comprehension we define as Basic and Advanced, related to Bloom's Taxonomy, and we see evidence that previously low-performing students are capable of Advanced level sensemaking, thereby lending support to recent research calling for an increase in the level of complexity employed in primary and lower secondary science curricula. In addition to the sensemaking analysis, we discuss how these results are facilitated by the single question free response format which has been completely unexplored in the research literature and has the potential to be a valuable asset for research on or using assessment, as well as for teacher self-assessment.