Rubric evaluation of mental model leveling of electric fields applied to context-based learning

Abstract

Physics teaching of electric fields remains a challenge due to the spatial visualization skills required for the mental model development of students. Context-based learning offers a strategy for enhancing students’ engagement and conceptual understanding by situating scientific concepts in real-world contexts. However, assessing the mental models of students initially requires the formulation of leveling rubrics. This study evaluated an adapted rubric leveling for student mental models on electric fields within a context-based learning framework. A leveling rubric was formulated and initially pilot-tested for fifteen (15) senior high school students using a pretest on electric field concepts. Pretest and posttest questions were based on context-based learning framework components: contextualizing electric fields, connecting the concept to microscopic models, relating to macroscopic phenomena, and formulating analogies. Their responses were qualitatively evaluated by a panel of four physics teachers for the numerical level of mental models. The primary focus is to assess the consistency and subjectivity of the rubric among different evaluators. The results show that there was substantial subjectivity of evaluators in the mental model evaluation. It is recommended that a study on automated textual analysis be developed to evaluate student mental model leveling.