Prospective Science Teachers Understanding of Kinematic Graphs in Collaborative Socratic Questioning by Web-Based Formative Assessment
Prospective Science Teachers Understanding of Kinematic Graphs in Collaborative Socratic Questioning by Web-Based Formative Assessment

Summary/Abstract: Projectile motion is still a challenging subject matter for students. So far, efforts to improve understanding of the concept have not optimally involved formative assessment. In this study, an analysis was carried out to investigate prospective science teachers’ understanding of one-dimensional kinematic graphs as the effect of collaborative Socratic questioning course accompanied by web-based formative assessment. The embedded experimental research involved 30 students consisting 5 men and 27 women. Quantitative data were obtained from pre-test and post-test that utilize multiple choice tests with reasons. Qualitative data were obtained from classroom learning activities, reasons of student answers, e-learning, and interviews. Based on the N-gain value (0.31), it can be seen that collaborative Socratic questioning accompanied by web-based formative assessment increase the kinematic graphs concepts in the medium category. Based on the D-effect size value (1.41), course has a strong influence on the concept of students’ kinematic graphs. However, it was found that there are still some student difficulties in determining the displacement of the time velocity graphs and the velocity of time acceleration graphs. Collaborative Socratic questioning learning accompanied by web based formative assessment can be an alternative to help students’ kinematic graphs material.

• Details
• Contents