Transformation of Children’s Scientific Perspectives and Concept Formation, Based on the “Assessment as Learning” Theory

Abstract

The purpose of this study was to clarify how children’s perspectives of science (verifiability, reproducibility, and objectivity) change through lesson design, based on the “Assessment as Learning” theory. In order to achieve the purpose of the study, we used the action research method to observe the change in children’s views of science in each phase, as well as to refine and improve upon the lessons. As a follow-up survey, semi-structured interviews were conducted to confirm the validity of the results of the qualitative analysis of the teaching practices. The results of the action research revealed (1) differences in the difficulty and changing nature of concept formation of science perspectives (positivity, reproducibility, and objectivity) among pupils, (2) complex relationships among perspectives, and (3) the degree of dependence on the learning context. The results of the post-survey confirmed individual differences in the pupils’ conceptual formation of these perspectives and the validity of the interpretations obtained from the aforementioned teaching practices.