Assessing Skills of Identifying Variables and Formulating Hypotheses Using Scenario-Based Multiple-Choice Questions

Year 2020, , 1 - 17, 01.04.2020

Burak Temiz

https://doi.org/10.21449/ijate.561895

Cited By: 6

Abstract

The aim of this study was to investigate the
effectiveness of scenario-based multiple-choice questions to assess students’
science process skills. To achieve this objective, a test with 32 scenario-based
multiple-choice questions evaluating students’ skills in formulating hypotheses
and identifying variables was prepared and administered to 370 high school
freshmen. The questions were involved experiments with two different parts.
Both parts of the experiments had the same dependent variable, and in each part
the effect of a different manipulated variable on the dependent variable was
examined. Therefore, the variables changed roles within the same experiment. In
evaluating the test, questions about the first part of the experiments were
coded A, and questions about the second part of the experiments were coded B.
When the students' scores from the code A and code B items were compared,
statistically significant differences were found. Analysis of the data revealed
that some students were affected by the different roles played by the variables
in the different parts of the experiment.

Keywords

Science Process Skills, Multiple-Choice Items, Science Education

Assessing Skills of Identifying Variables and Formulating Hypotheses Using Scenario-Based Multiple-Choice Questions

Abstract

The aim of this study was to investigate the effectiveness of scenario-based multiple-choice questions to assess students’ science process skills. To achieve this objective, a test with 32 scenario-based multiple-choice questions evaluating students’ skills in formulating hypotheses and identifying variables was prepared and administered to 370 high school freshmen. The questions were involved experiments with two different parts. Both parts of the experiments had the same dependent variable, and in each part the effect of a different manipulated variable on the dependent variable was examined. Therefore, the variables changed roles within the same experiment. In evaluating the test, questions about the first part of the experiments were coded A, and questions about the second part of the experiments were coded B. When the students' scores from the code A and code B items were compared, statistically significant differences were found. Analysis of the data revealed that some students were affected by the different roles played by the variables in the different parts of the experiment.

Keywords

Science Process Skills, Multiple-Choice Items, Science Education

References

• Abruscato, J. (2000). Teaching children science, Needham Heights, M.A: Allyn and Bacon.
• Açıkgöz Ün, K. (2003). Aktif öğrenme, İzmir: Eğitim Dünyası Yayınları.
• Temiz, B. K., Taşar, M. F., & Tan, M. (2006) Development and validation of a multiple format test of science process skills. International Education Journal, 7(7), 1007-1027.
• Temiz, B. K. (2007). Fizik öğretiminde öğrencilerin bilimsel süreç becerilerinin ölçülmesi [Evaluating students’ science process skills at physics teaching] (Unpublished dissertation). Gazi University, Ankara, Turkey.
• Temiz, B. K. (2010). Bilimsel Süreç Becerilerini Ölçmede İçerik Seçiminin Önemi. e-Journal of New World Sciences Academy, 5(2), 614-628.
• Aykutlu, I., & Şen, A. İ. (2012). Determination of secondary school students’ misconceptions about the electric current using a three tier test, concept maps and analogies. Education and Science, 37(166), 275-288.
• Aydınlı, E., Dökme, I., Ünlü, Z. K., Öztürk, N., Demir, R., & Benli, E. (2011). Turkish elementary school students’ performance on integrated science process skills. Procedia-Social and Behavioral Sciences, 15, 3469–3475.
• Aydoğdu B., Tatar N., Yıldız E., & Buldur S. (2012). The science process skills scale development for elementary school students. Journal of Theoretical Educational Science, 5(3), 292–311.
• Aydoğdu, B., & Karakuş, F. (2017). Basic Process Skills Scale of towards Pre-School Students: A Scale Development Study, Journal of Theoretical Educational Science, 10(1), 49-72.
• Bahar, M. (2001). Çoktan Seçmeli Testlere Eleştirel Bir Yaklaşım ve Alternatif Metotlar. Kuram ve Uygulamada Eğitim Bilimleri, 1(1), 23-28.
• Beaumont-Walters, Y., & Soyibo, K. (2001). An analysis of high school students' performance on five integrated science process skills. Research in Science and Technological Education, 19(2). 133-145.
• Berger, C. F. (1982). Attainment of skill in using science processes. I. Instrumentation. methodology and analysis. Journal of Research in Science Teaching, 19(3), 249-260.
• Burns, J. C., Okey, J. R., & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169-177.
• Büyüköztürk Ş, Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
• Carin, A. A. (1993). Teaching science through discovery. Toronto: Macmillan Publishing Company.
• Carin, A. A., & Bass, J. E. (2001). Teaching science as inquiry. Upper Saddle River, New Jersey: Merrill Prentice Hall.
• Dillashaw, F. G., & Okey, J. R. (1980). Test of the integrated science process skills for secondary students. Science Education, 64, 601-608.
• Erduran Avcı, D., & Bayrak, E. B. (2013). Investigating Teacher Candidates’ Opinions Related to Scenario-Based Learning: An Action Research. Ilkogretim Online, 12(2), 528-549.
• Esler, M. K., & Esler, W. K. (2001). Teaching elementary science. A full-spectrum science instruction approach. Belmont CA.: Wadsworth Publishing.
• Feyzioglu, B., Demirdag, B., Akyildiz, M., & Altun, E. (2012). Developing a science process skills test for secondary students: validity and reliability study. Educational sciences: Theory and Practice, 12(3), 1899-1906.
• Gabel, D. L. (1993). Introductory science skills, Illinois: Waveland Press, Inc.
• Harlen, W. (1993). Teaching and learning primary science. London: Corwin Press.
• Harlen, W. (1999). Purposes and Procedures for assessing science process skills. Assessment in Education: Principles, Policy & Practice, 6(1), 129-146.
• Haury, D. L., & Rillero, P. (1994). Perspectives of hands-on science teaching. Retrieved from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-toc.htm
• Hughes, C., & Wade, W. (1993). Inspirations for investigations in science. Warwickshire: Scholastic Publication.
• Karasar, N. (2000). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
• Karataş, F.Ö., Köse, S., & Coştu, B. (2003). Öğrencilerin Yanılgılarını ve Anlama Düzeylerini Belirlemede Kullanılan İki Aşamalı Testler. Pamukkale Üniversitesi, Eğitim Fakültesi Dergisi, 13(1), 54-69.
• Kazeni, M. M. M. (2005). Development and validation of a test of integrated science process skills for the further education and training learners (Unpublished master's dissertation). University of Pretoria, South Africa.
• Kumar, D. (1999). Computers and Assessment in Science Education. Retrieved from ERIC database. (ED395770).
• Lavinghousez, W. E. Jr. (1973, February). The analysis of the biology readiness scale (BRS), as a measure of inquiry skills required. Paper presented at BSCS Biology, College of Education, University of Central Florida.
• Ludeman, R. R. (1975). Development of the Science Processes Test (TSPT) (Unpublished doctoral dissertation). Michigan State University. MI.
• Lunetta, V. N., Hofstein. A., & Giddings, G. (1981). Evaluating science laboratory skills. The Science Teacher, 48, 22-25.
• Martin, D. J. (2002). Elementary Science Methods a Constructivist Approach. New York: Delmar Publishers.
• Molitor, L. L., & George, K. D. (1976). Development of a test of science process skills. Journal of Research in Science Teaching, 13(5), 405-412.
• Ostlund, K. L. (1992). Science process skills: assessing hands on student performance. California: Addison Wesley.
• Padilla, M. (1990). The science process skills. Research Matters-to the Science Teacher. No. 9004. Retrieved from http://www.educ.sfu.ca/narstsite/publications/research/skill.htm
• Rezba, R. J., Sprague, C. S., Fiel, R. L., Funk, H. J., Okey, J. R., & Jaus, H. H. (1995) Learning and assessing science process skills. Iowa: Kendall/Hunt Publishing Company.
• Riley, J. W. (1972). The Development and Use of a Group Process Test for Selected Processes of the science Curriculum Improvement Study (Unpublished Doctoral dissertation). Michigan State University. MI.
• Shahali E. H. M., & Halim L., (2010), Development and validation of a test of integrated science process skills, Procedia Social and Behavioral Sciences, 9, 142–146.
• Smith, K. A., & Welliver, P. W. (1995). Science process assessments for elementary and middle school students. Smith and Welliver Educational Services. Retrieved from http://www.scienceprocesstests.com
• Solano-Flores, G. (2000). Teaching and assessing science process skills in physics: The "bubbles" task. Science Activities, 37(1), 31-37.
• Song, J., & Black, P. J. (1991) The effects of task contexts on pupil’s performance in science process skills. International Journal in Science Education, 13, 49-58.
• Song, J., & Black, P. J. (1992) The effects of concept requirements of task contexts on pupil’s performance in control variables. International Journal in Science Education, 14, 83-93.
• Tannenbaum, R. S. (1971). Development of the test of science processes. Journal of Research in Science Teaching, 8(2), 123-136.
• Thalheimer, W. (2013). The Power of Scenario Based Questions. Retrieved from http://www.immersivelearninguniversity.com/articlethalheimersep13
• Tobin, K. G., & Capie, W. (1982). Development and validation of a group test of integrated science processes. Journal of Research in Science Teaching, 19(2), 133-141.
• Tosun, C. (2019). Scientific process skills test development within the topic “Matter and its Nature” and the predictive effect of different variables on 7th and 8th grade students’ scientific process skill levels. Chemical Education Researh Practice, 20, 160-174.
• Zimmerman, C., & Glaser, R. (2001). Testing positive versus negative claims: A preliminary investigation of the role of cover story in the assessment of experimental design skills (Tech. Rep. No. 554). Los Angeles, CA: UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST).