The purpose of this research was to study the effectiveness of an instructional process incorporating an elicitation strategy. The elicitation strategy was defined as a component of planned formative assessment, which involved elicitation, interpretation, and taking action. The elicitation strategy was used through elicitation activities. In total, four elicitation activities concerning the shapes and polarities of covalent molecules conceptions were designed and implemented. The activities were intended to enhance students’ understanding at the beginning, during, and at the end of instruction. After having been elicited, students’ ideas were interpreted based on scientific criteria and classified according to four groups: complete, incomplete, alternative, and no conception.
Begin with Elicitation-1 activity, the results found that 9.37% of 32 grade 10 Thai students were classified as having a complete conception, whereas 50% of them were classified as having an incomplete conception. Students’ responses which were interpreted as alternative and no conception were 28.13% and 12.50%, respectively. During the instructional process, Elicitation-2 and Elicitation-3 activities were implemented. At the end, the students experienced an Elicitation-4 activity, and the students had an opportunity to change their response. The result showed that a number of students’ responses classified as having a complete conception increased, whereas those of students’ responses classified as having incomplete, alternative, and no conception decreased. Furthermore, the results of the study strongly confirmed incorporating the elicitation strategy with the instructional process improved students’ learning in science classrooms.
|Keywords:||Elicitation Strategy, Formative Assessment, Alternative Conception, Learning Model|
Lecturer, Department of Science and Mathematics Teaching, Faculty of Education, Thaksin University, Songkla, Thailand