Soloman, Bridgette2024-09-102024-09-102023-09Soloman, Bridgette. (2023). An investigation of Grade 6 learners’ conceptual understanding of task words and subject terminology in Natural Science and Technology formative assessments on the topic ‘Electric circuits’. [Master's dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/40656https://hdl.handle.net/10539/40656A research report submitted fulfilment for the degree of Masters in Science Education to the Faculty of Education (Maths and Science Division), Wits School of Education, University of the Witwatersrand, Johannesburg, 2023.The purpose of this study was to gain insights into grade 6 learners conceptual understanding of the task words (used in Bloom’s taxonomy) and key words (subject terminology) in the subject Natural Science and Technology (NST). This study was motivated by wanting to understand whether the possible cause of learners’ poor performance in assessments was due to their lack of understanding of assessment questions. This was investigated through a case study conducted on 101 grade six learners at a South African primary school. Learners wrote a written test on the topic: electric circuits which was subsequently marked using a memo. Based on their scores obtained 14 learners were selected and grouped into 4 focus groups based on high, average, low scores, and a mixed group. The focus group discussions explore what were learners interpretations of the task words and subject terminology used in formative assessments. The transcripts were analysed both deductively and inductively. The data analysis revealed that grade 6 learners do not conceptually understand the task words and subject terminology used in NST formative assessments. The findings revealed that learners’ interpretations depended on their understanding of either the task word or subject terminology, that the different meanings of words in colloquial English compared to academic language influenced their understanding of words, and that learners did not know how to approach assessment questions. The implication of this study is that NST teachers need to both tap into learner prior knowledge and collaborate with English teachers to assist learners understand assessment questions. The recommendation is that more time needs to be allocated for teaching task words and subject terminologies.en©2023 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.Conceptual understandingTask wordsBloom's taxonomySubject terminologyKey wordsFormative assessmentsNatural ScienceTechnologyUCTDSDG-4: Quality educationDissertationUniversity of the Witwatersrand, Johannesburg