Sensemaking in sound from a free response final exam for 6th grade Physics
Benjamin Ett, Brice Le Roux, Alice Delserieys

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…
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Taxonomy
TopicsScience Education and Pedagogy · Mathematics Education and Teaching Techniques · Visual and Cognitive Learning Processes
