Photovoice and photo-elicitation: Engaging participatory assessment on chemical reactions and equations towards multifaceted conception

• Main Author: Carvajal, Rick Jasper A.
• Format: text
• Language: English
• Published: Animo Repository 2021
• Subjects: Chemistry > Study and teaching; Learning strategies; Learning ability—Testing; Chemistry
• Online Access: https://animorepository.dlsu.edu.ph/etdm_scied/5
• Institution: De La Salle University

The heterogeneity of chemistry conception must be framed into different modes of thinking under the Conceptual Profile of Chemistry (CPC), which includes the six facets namely monist, epistemic, processual, pragmatic, aversive, and attractive zone. Using this model, this exploratory action research primarily aimed to investigate the efficiency of utilization of the two visual processes and techniques, photovoice and photo-elicitation (PV-PE) as an engaging participatory assessment on chemical reactions and equations towards multifaceted conception. The study employed a highly descriptive design, mixed-method approach to determine the significant findings, which was participated by seventy students. Here, students’ output; conceptual profile; comments and feedback; self-, peer, and teachers’ assessment scores; and self-report Classroom Engagement Inventory (CEI) were closely examined and analyzed. To triangulate, the following techniques were done: conceptual profiles were identified through semantic coding deductive thematic analysis; quantitative data were evaluated using descriptive statistics and Wilcoxon signed-rank test; and themes from the interview data were generated using thematic analysis as well. As a result, it was found out that the students’ (n=20) pre-conceptual profile was dominated by epistemic zone, comprises mostly of few-faceted and some monofaceted conception. Furthermore, the students’ engagement level during the PV-PE intervention in three aspects such as cognitive, affective, and behavioral was found to be high. Subsequently, the PV-PE was noticed to be viable in enriching the conceptual profile of students slightly towards the processual zone and dominantly towards the monist zone. Drawing on, the result implies that learning designs should provide an avenue for students to conceptualize or reconceptualize chemical ideas and knowledge yielding into at least one of the six conceptual profile zones, which could also serve as a springboard in chemistry instruction.