Constructivism learning and formative assessment in science education

The very common feature of constructivism learning and formative assessment in science education is their emphasis on learning process rather than the final product. Students will have many opportunities to engage in the learning process by integrating their intellectual, emotional, and spiritual intelligences with everyday life situations. Both constructivism learning and formative assessment involve interaction of learning adaptation processes and learning experiences that continuously supplement information to formulate or synthesize new knowledge. Constructivism learning enables students to acquire knowledge by actively engaging in building that knowledge based on experiences, existing knowledge and reflection. The knowledge is regarded as dynamic phenomenon because the interpretation of something can change based on the self-interpretation given to the environmental phenomenon. Similarly, formative assessment reinforces student learning and provides continuous improvement in student’s achievement in the classroom. The similarities between constructivism learning and formative assessments in science subjects can be categorised into eight categories; the incorporation of learning with the pupils’ culture; emphasis on inquiry and reflection approaches; exploration; authentic learning based on experience; strengthening critical thinking; awareness of the importance of learning science; informal learning, and; teachers recognize students’ potential.