Development and use of the scientific explanation rubrics for motion and force concepts of grade-11 students
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Abstract
The goal of this study was to develop and use the scientific explanation rubric for motion and force concept based on McNeill and Krajcik’s framework after teaching with inquiry-based learning. Sixty-seven samples were purposively chosen among grade-11 students participating in the Physical Science (Physics) course during the first semester of academic year 2020. Three lesson plans and four scientific explanation questions were included in the research materials. Four scientific explanation questions were (1) motion along a straight line under the gravitational pull the earth, (2) the relationship between force, mass, and acceleration, (3) finding magnitude and direction net force of two forces, and (4) projectile motion. The findings of the study demonstrated that the expert-panel process created scientific explanation rubric was an effective tool that was simple to use and interpret. The scientific explanation rubric was used to evaluate a student sample. Students received the scientific explanation scores of 75.2 percent, 3.92 percent, and 66.2 percent for their claims, reasoning, and evidence, respectively.
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