Does the use of ranking tasks increase conceptual understanding in physics for 8th grade students?

Abstract

This research focused on the use of ranking tasks in a high school level conceptual physics class for the eighth grade. Ranking tasks were used while developing the students' conceptual understanding of force and motion. Many students developed an appreciation for the benefits of using ranking tasks as a tool in their learning strategies toolbox. The ranking tasks were additionally beneficial as an instructional tool in assessing the students' level of conceptual understanding.