A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science (original) (raw)
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This study aims to develop diagnostic questions in measuring student misconceptions and to describe the profile of the misconceptions following students in the science concepts subject in the Motion Systems sub-chapter. This research is part of the research and development (R&D) step in developing a four-level type of diagnostic test item consisting of a preliminary study stage, a development stage, and a validation stage. At this stage of development, the researcher gave open description questions to students of the Primary Educational Teacher Department, Universitas Muria Kudus in semester 3 of the 2018/2019 academic year classes 3C, 3D, 3E, and 3F to find the form of diagnostic questions, find answer options and options for these questions. The instrument is provided as a diagnostic question instrument in the form of a description. Based on data analysis, it is found that it is valid and reliable so that it can be used for research. The proportions of the resulting answers, namely there are four answer choices and four reason choices with
Diagnosing Students' Alternative Conceptions in Science
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IDENTIFICATION OF MISCONCEPTIONS IN SCIENCE : TOOLS, TECHNIQUES & SKILLS FOR TEACHERS
Aarhat Multidisciplinary International Education Research Journal (AMIERJ), 2019
Science is the systematic study of the nature. The systematic refers to rational & logical sequences. Science as a discipline consists of terms, concepts principles etc. The theory building is based on terms, concepts and postulates. Knowledge is conducted by an individual through various experiences, interactions. The mode of information which is assimilated and accommodated creates conceptions, misconceptions and alternative conceptions in students. Teacher as a facilitator and leader of the classroom need to identify the sources of misconceptions along with should have a strong theoretical base and knowledge of misconceptions identification tools, techniques, strategies, skills etc. In the present paper researcher had made an attempt to provide a overarching view of misconceptions in science and its sources, tools and techniques. The present paper is heavily rely on secondary source of data.
The nature of student conceptions in science
Science Education: An International Course Companion , 2017
Prior knowledge - what learners already know and understand - is a major determinant of what students will learn from their science classes.A great deal of research suggests that very commonly students may hold ideas about science topics which are different to, and indeed often inconsistent with, canonical scientific principles and theories. Studies have described learners’!own ideas about science topics in various ways such as misconceptions, intuitive theories and alternative conceptual frameworks, although there are not widely agreed meanings for these different terms. Research also suggests that the ideas elicited from students vary on a number of dimensions that influence how significant student thinking is for learning canonical scientific ideas..The chapter explains how student conceptions in science can vary in terms of degrees of acceptance, connectedness, multiplicity and explicitness.The nature of each of these dimensions is described in the chapter drawing upon examples from research into student thinking about science topics, and the significance of each dimension for student learning is explored.
Descriptive studies of students' conceptions in science
Journal of Research in Science Teaching, 1988
The article calls for differentiating between three kinds of studies of students' conceptions in sciencedescriptive studies. explanatory studies, and studies attempting to foster conceptual change. Separate reviews of each of these categories of research are needed due to the different aims and the different theoretical and methodological issues pertaining to each category. Descriptive studies are reviewed in an attempt to illustrate the benefits of such a differentiation. The claims that students hold a limited number of preconceptions about science topics, and that these preconceptions, which sometimes hinder the acquisition of science concepts, often persist after instruction are found to be well supported in the literature. Some theoretical and methodological issues related to descriptive studies are discussed.
Evaluating students' misconceptions by means of diagnostic multiple choice items
Research in Science Education, 1986
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The Profile of Misconceptions among Science Subject Student- Teachers in Primary Schools
Students' different background knowledge determines their quality of conceptions towards a specific subject in college. This research sought to uncover the profile of misconceptions experienced by 48 students of Primary School Teaching Major, studying Science in University of Muhammadiyah Gresik. The educational background of the students in high school were different. They came from natural science, social science and culinary departments and were divided into three groups accordingly. The identification method used was CRI (Certainty of Response Index) which is a model of correct and incorrect statements accompanied by reasons and level of confidence in answering questions. The research instrument was also supported by interviews. The findings of the study were: (1) The misconception of natural science was experienced by all the three students; (2) of the three groups, natural science students had the lowest misconception compared with the social science and culinary students; (3) the causes of misconceptions of natural sciences were related to improper answers due to certain terms and expressions; the relationship between the concept and meaning of the sentence which is too general or too narrow; not understanding the concept completely, lack of curiosity in doing exam items, never studying the concept before, and the incomplete delivery concept of high school teachers; and finally (4) psychological factors that accompany the occurrence of misconceptions included the feeling of tense and embarrassment in the interview of this research. The researcher suggests that there should be a matriculation program of five major subjects in the department of Primary School Teaching Major especially in the first year of courses supported by the reasonable ratio of students in one class that meets its capacity.
Using test data to find misconceptions in secondary science
Students, as well as teachers, often learn what makes sense to them, even when it is wrong. These misconceptions are a problem. The authors sought a quick, quantitative way of identifying student misconceptions in secondary science. Using the University of Toronto's National Biology Competition test data, this article presents a method of quickly identifying misconceptions that agree with many facets of the extant misconception literature (ubiquity across subject areas, pervasiveness regardless of question difficulty, and distractive power). Seeking students' most common wrong answer on a multiple-choice test is found to be a fast, reliable, and data-driven way to identify misconceptions.
Developing an Instrument to Detect Science Misconception of an Elementary School Teacher
International Journal of Instruction, 2019
This study aims to report the development an instrument that is standardized (reviewed by validity, reliability, and difficulty index) to detect science misconception in an elementary school teacher. This study used a 4-D model; defining, designing, developing, and disseminating. First, it was prepared with 47 opened-ended questions, and then it was validated by two experts (Physics and Biology) to find out content validity value and inter-rater reliability. The next stage was arranged an empirical test to 103 elementary school teachers in Surakarta, Indonesia by stratified purposive sampling. The data were analyzed using content validity formula, a measure of Agreement Kappa, Pearson's Correlation, Cronbach's alpha, and difficulty index. The result of this study indicated that there were 22 valid items. It can be concluded that this instrument is worthy to be used to detect the science misconception of an elementary school teacher.