The Development of a Concept Test for “Pure Matter and Mixtures” Unit

Begüm Dilara Civangönül; Ayşe Sert Çıbık

doi:10.17275/per.23.87.10.6

EN

The Development of a Concept Test for “Pure Matter and Mixtures” Unit

Abstract

The purpose of this study was to create a concept test with established reliability and validity to show seventh-grade students’ conceptual comprehension of the science course’s “Pure Matter and Mixtures” unit. The survey model, which is one of the quantitative research methodologies, was used to perform the research. The research group comprises 7th (n=272) and 8th (n=282) grade pupils studying in Ankara province’s Çankaya and Yenimahalle districts throughout the autumn and spring semesters of the 2021-2022 academic year. The first stage of the test questions was multiple-choice with four possibilities, and the second stage was open-ended with the rationale for the question written. Expert comments were sought to guarantee the test’s face and content validity. The hypothesis testing approach was employed to assess construct validity, and the test was found to be construct-valid. As a consequence of the analysis performed before the pilot deployment for the 35-question exam, 9 questions were deleted from the test, yielding a 26-question test. The discrimination of question 21 was discovered to be 0,27 as a result of the test’s actual implementation. The decision was made to delete this question from the tests, and the test was completed with 25 questions. The actual implementation resulted in a KR-20 reliability coefficient of 0,83, a mean item difficulty of 0,56, and a mean item discrimination of 0,49. In light of the results of the present research, a high discrimination, medium difficulty, and reliable concept exam consisting of 25 questions was developed to measure conceptual understanding as well as misconceptions.

Keywords

Pure Matter and Mixtures, Concept Test, Test Development

References

Akman, S., & Özdilek, Z. (2018). Maddenin tanecikli yapısı konusunda öğrencilerin kavramsal anlamalarının biçimlendirici yoklama soruları ile değerlendirilmesi [Evaluation of conceptual understanding of students on the structure of matter with formative assessment question]. Academy Journal of Educational Sciences, 2(2), 106-119. https://doi.org/10.31805/acjes.457417
Arıkıl, G., & Kalın, B. (2010). Çözeltiler konusunda üniversite öğrencilerinin sahip olduğu kavram yanılgıları [Misconceptions possessed by undergraduate students about the topic “Solutions”]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi [Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education], 4(2), 177-206. Retrieved from https://dergipark.org.tr/tr/download/article-file/39809
Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Wintson.
Avcı Şeşen, B. (2019). Yapılandırmacılık temelinde fen kavramlarının öğrenimi [Learning science concepts based on constructivism]. İstanbul: Çağlayan.
Avcı, F., Şeşen, B. A., & Kırbaşlar, F. G. (2018). Maddenin yapısı ve özelikleri ünitesine yönelik iki aşamalı teşhis testinin geliştirilmesi [Development of a two-tier concept test for the structure and properties of matter units]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 26(4), 1007-1019. https://doi.org/10.24106/kefdergi.434239
Ayas, A., & Demirbas, A. (1997). Turkish secondary students’ conceptions of the introductory concepts. Journal of Chemical Education, 74(5), 518. https://doi.org/10.1021/ed074p518
Ayas, A., Köse, S., & Taş, E. (2002, May). The effects of computer-assisted instruction on misconceptions about photosynthesis. In the First International Education Conference, Eastern Mediterranean University, Gazimagusa-Northern Cyprus.
Bektaş, O. (2003). Maddenin tanecikli yapısı ile ilgili lise 1. sınıf öğrencilerinin yanlış kavramaları, nedenleri ve giderilmesi [The misconceptions of high school first year students related to the particulate structure of matter, the reasons behind them and their elimination] (Unpublished master’s thesis). Gazi University, Institute of Educational Sciences, Ankara.
Ben-Zvi, R., Eylon, B., & Silberstein, J. (1988). Theories, principles and laws. Education in Chemistry, 25(3), 89-92. Retrieved from https://www.tandfonline.com/
Blanco, A., & Prieto, T. (1997). Pupils’ views on how stirring and temperature affect the dissolution of a solid in a liquid: A cross‐age study (12 to 18). International Journal of Science Education, 19(3), 303-315. https://doi.org/10.1080/0950069970190304

Blosser, P. E. (1987). Science misconceptions research and some implications for the teaching of the science to elementary school students. ERIC/SMEAC Science Education, Digest No. 1. Retrieved from https://eric.ed.gov/?id=ED282776
Briggs, H., & Holding, B. (1986). Aspects of secondary students’ understanding of elementary ideas in chemistry: Full report, CLISPL, University of Leeds.
Büyüköztürk, S. (2020). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: Pegem.
Büyüköztürk, S., Kılıç Çakmak, E., Akgün, O. E., Karadeniz, S., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem.
Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2020). Bilimsel araştırma yöntemleri [Statistics for social sciences] (24th Edition). Ankara: Pegem.
Can, A. (2018). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS]. Ankara: Pegem.
Canpolat, N., & Pınarbaşı, T. (2011). Bazı kimya kavramlarına yönelik iki kademeli çoktan seçmeli bir testin geliştirilmesi ve uygulanması [Development and application of two-tier multiple choice instrument on some concepts of chemistry]. Erzincan Eğitim Fakültesi Dergisi [Erzincan University Journal of Faculty of Education], 13(1), 55-80. Retrieved from https://dergipark.org.tr/tr/download/article-file/67573
Cokelez, A., & Dumon, A. (2005). Atom and molecule: Upper secondary school French students’ representations in long-term memory. Chemistry Education Research and Practice, 6(3), 119-135. https://doi.org/10.1039/B4RP90005G
Çakır, Y. (2005). İlköğretim öğrencilerinin sahip oldukları kavram yanılgılarının belirlenmesi [Determining the misconceptions of the elementary school students] (Unpublished master’s thesis). Marmara University, Institute of Educational Sciences, İstanbul.
Çakmak, G. (2009). Altıncı sınıfta yer alan bazı temel kimya kavramlarının öğretimine yönelik hazırlanan yapılandırmacı temelli materyallerin etkililiğinin araştırılması [Investigation of the effectiveness of constructivist-based teaching materials developing for basic chemistry concepts found in sixth grade] (Unpublished master’s thesis). Karadeniz Technical University, Institute of Science and Technology, Trabzon.
Çalık, M. (2006). Bütünleştirici öğrenme kuramına göre lise 1 çözeltiler konusunda materyal geliştirilmesi ve uygulanması [Devising and implementing guide materials related to solution chemistry topic in Grade 9 based on constructivist learning theory] (Unpublished doctoral dissertation). Karadeniz Technical University, Institute of Science and Technology, Trabzon.
Çalık, M., & Ayas, A. (2005). 7-10. sınıf öğrencilerinin seçilen çözelti kavramlarıyla ilgili anlamalarının farklı karışımlar üzerinde incelenmesi [Investigation of 7th-10th grade students’ understanding of selected solution concepts on different mixtures]. Türk Eğitim Bilimleri Dergisi [The Journal of Turkish Educational Sciences], 3(3), 329-349. Retrieved from https://dergipark.org.tr/en/pub/tebd/issue/26123/275187
Çaycı, B. (2007). Kavram değiştirme metinlerinin kavram öğrenimi üzerindeki etkisinin incelenmesi [The effect of conceptual change texts on the concept learning]. Gazi Eğitim Fakültesi Dergisi [Journal of Gazi Education Faculty], 27(1), 87-102. Retrieved from https://dergipark.org.tr/en/pub/gefad/issue/6751/90773.
Çetin, B. (Ed.). (2019). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education]. Ankara: Anı.
Çetinkaya, M., & Taş, E. (2016). “Vücudumuzda Sistemler” ünitesine yönelik üç aşamalı kavram tanı testi geliştirilmesi [Developıng a three tier concepts diagnostic test on the outcomes of “The Systems in our Body” unit]. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi [Ordu University Institute of Social Sciences Journal of Social Sciences Research], 6(15), 317-330. Retrieved from https://dergipark.org.tr/tr/pub/odusobiad/issue/27575/290210
Chi, M. T., & Roscoe, R. D. (2002). Reconsidering conceptual change: Issues in theory and practice (pp. 3-27). Dordrecht: Springer.
Çökelez, A., & Yalçın, S. (2012). İlköğretim 7. sınıf öğrencilerinin atom kavramı ile ilgili zihinsel modellerinin incelenmesi [The analysis of the mental models of students in grade-7 regarding atom concept]. İlköğretim Online [Elementary Education Online], 11(2), 452-471. Retrieved from https://dergipark.org.tr/en/pub/ilkonline/issue/8589/106746
Crocker, L., & Algina, J. (2006). Introduction to classical & modern test theory. United States of America: Wadsworth Pub Co.
Demirbaş, M., Tanrıverdi, G., Altınışık, D., & Şahintürk, Y. (2011). Fen bilgisi öğretmen adaylarının çözeltiler konusundaki kavram yanılgılarının giderilmesinde kavramsal değişim metinlerinin etkisi [The impact of conceptual change texts on the elimination of misconceptions of science teacher candidates about the subject of solutions]. Sakarya University Journal of Education, 1(2), 52-69. Retrieved from https://dergipark.org.tr/tr/download/article-file/192260
Dönmez, Y. (2011). Sınıf öğretmen adaylarının bazı kimya kavramlarını anlama seviyelerinin ve kavram yanılgılarının belirlenmesi [Determination of the understanding levels of pre-service primary school teachers about chemistry concepts and of their misconception] (Unpublished master’s thesis). Selçuk University, Institute of Educational Sciences, Konya.
Ebel, R. L. (1965). Measuring educational achievement. Englewood Cliffs, N.J.: Prentice Hall.
Ergün, A. (2013). Atom ve molekül konusunda kavram yanılgıları ve bunları iyileştirmek için örnek etkinlikler [Misconceptions about atoms and molecules and exemplary activities to overcome these] (Unpublished doctoral dissertation). Gazi University, Institute of Educational Sciences, Ankara.
Ergün, A., & Sarıkaya, M. (2014). Maddenin parçacıklı yapısı ile ilgili kavram yanılgılarının giderilmesinde modele dayalı aktivitelerin etkisi [The effects of the model-based activities on overcoming the misconceptions regarding the particulate natured structure of the matter]. Education Sciences, 9(3), 248-275. Retrieved from https://dergipark.org.tr/en/pub/nwsaedu/issue/19807/211868
Eryılmaz, A., & Sürmeli, E. (2002). Üç-aşamalı sorularla öğrencilerin ısı ve sıcaklık konularındaki kavram yanılgılarının ölçülmesi [Measuring students’ misconceptions about heat and temperature with three-stage questions]. Paper presented at the V. National Science and Mathematics Education Congress, Ankara. Retrieved from https://users.metu.edu.tr/eryilmaz/TamUcBaglant.pdf
Franco-Mariscal, A.-J., Oliva-Martínez, J. M., & Gil, M. A. (2016). Understanding the idea of chemical elements and their periodic classification in Spanish students aged 16-18 years. International Journal of Science and Mathematics Education, 14(5), 885-906. https://doi.org/10.1007/S10763-014-9614-1
Geçgel, G., & Şekerci, A. R. (2018). Bazı kimya konularındaki alternatif kavramların tanılayıcı dallanmış ağaç tekniği kullanarak belirlenmesi [Identifying alternative concepts in some chemistry topics using the diagnostic branched tree technique]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of the Faculty of Education], 14(1), 1-18. https://doi.org/10.17860/mersinefd.290254
Ghalkhani, M., & Mirzaei, A. (2018). Usıng a two-tier test to assess the fourth-year students’ learning and alternative conceptions in acid-base. The Online Journal of New Horizons in Education, 8(2), 122-128. Retrieved from https://tojned.net/journals/tojned/volumes/tojned-volume08-i02.pdf#page=129
Gökulu, A. (2017). 8. sınıf öğrencilerin element, bileşik, karışım kavramlarını anlama düzeyleri, kavram yanılgıları, bilimsel süreç becerilerinin incelenmesi [Investigating eight grade students’ understanding level and misconceptions on the concept of element, compound, and mixture]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 25(2), 611-626. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/29416/314239
Griffiths, A. K. (1994). A critical analysis and synthesis of research on students’ chemistry misconceptions. Problem Solving and Misconceptions in Chemistry and Physics, 25(5), 70-99.
Griffiths, A. K., & Preston, K. R. (1992). Grade‐12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-628. https://doi.org/10.1002/tea.3660290609
Gündüz, A., (2001). İlköğretim ve ortaöğretim öğrencilerinde atom ve molelül kavramı [The concept of atom and molelül in primary and secondary school students] (Unpublished master’s thesis). Gazi University, Institute of Educational Sciences, Ankara.
Güvener, N. (2019). Ortaokul öğrencilerinin element, bileşik ve karışım konusundaki kavram yanılgılarının giderilmesinde simulasyonların etkisi [Effect of simulation on elimination of misconceptions of secondary school students about elements, compound and mixture] (Unpublished master’s thesis). Kafkas University, Institute of Science and Technology, Kars.
Harrison, A. G., & Treagust, D. F. (1996). Secondary students’ mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5), 509-534. https://doi.org/10.1002/(SICI)1098-237X(199609)80:53.0.CO;2-F
Hasyim, W., Suwono, H., & Susilo, H. (2018). Three-tier test to identify students’ misconception of human reproduction system. Jurnal Pendidikan Sains, 6(2), 48-54.
Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75-83. Retrieved from https://eric.ed.gov/?id=EJ430257
Kabapınar, F. (2001, September). The thought units feed the misconceptions of secondary school students about the concept of solubility. Paper presented at the Symposium on Science Education in Turkey at the beginning of the New Millennium, Maltepe University, Istanbul. Retrieved from http://acikerisim.maltepe.edu.tr/xmlui/handle/20.500.12415/8476
Karaca, S. (2021). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Gazi.
Karacop, A., & Doymus, K. (2013). Effects of jigsaw cooperative learning and animation techniques on students’ understanding of chemical bonding and their conceptions of the particulate nature of matter. Journal of Science Education and Technology, 22(2), 186-203. https://doi.org/10.1007/s10956-012-9385-9
Karaer, H. (2007). Sınıf öğretmeni adaylarının madde konusundaki bazı kavramların anlaşılma düzeyleri ile kavram yanılgılarının belirlenmesi ve baz değişkenler açısından incelenmesi [Examination of student teachers’ levels of understanding and misconceptions of some concepts about substance and determination regarding some variables]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 15(1), 199-210. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/49108/626715
Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar-ilkeler-teknikler [Scientific research method: Concepts-principles-techniques]. Ankara: Nobel Yayın Dağıtım.
Karslı, F., & Ayas, A. (2013). Fen ve teknoloji dersi öğretmen adaylarının bilimsel süreç becerilerinin ölçülmesine ilişkin bir test geliştirme çalışması [A test development study on measuring science process skills of science and technology teacher candidates]. Journal of Turkish Science Education, 10(2), 66-84.
Kartal, M. (2017). Fen bilgisi öğretmen adaylarının bazı kimya kavramlarını anlama seviyeleri ve kavram yanılgılarının belirlenmesi [Determination of the understanding levels of pre-service science teachers’ about chemistry concepts and of their misconception] (Unpublished master’s thesis). Necmettin Erbakan University, Institute of Educational Sciences, Konya.
Kingir, S., Geban, O., & Gunel, M. (2013). Using the science writing heuristic approach to enhance student understanding of chemical change and mixture. Research in Science Education, 43(4), 1645-1663. https://doi.org/10.1007/s11165-012-9326-x
Kılıç, A. (2017). Ortaokul 6. sınıf öğrencilerinin “Maddenin Tanecikli Yapısı” ile ilgili kavram yanılgıları [Misconception about granular structure of matters in 6th grade students in secondary schools] (Unpublished master’s thesis). Kahramanmaraş Sütçü İmam University, Institute of Science and Technology, Kahramanmaraş.
Kubiszyn, T., & Borich, G. (2003). Educational testing and measurement. 7th ed. Hoboken: John Wiley.
Laverty, D., & McGarvey, J. (1991). A constructivist approach to learning. Education in Chemistry, 28(4), 99-102. Retrieved from https://www.tandfonline.com/
Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249-270. https://doi.org/10.1002/tea.3660300304
Lewis, M. (2002). Test analysis program user’s guide. URL:https://people.ohio.edu/brooksg/downloads/tap_user_guide.pdf
Mann, M., & Treagust, D. F. (1998). A pencil and paper instrument to diagnose students’ conception of breathing, gas exchange and respiration. Australian Science Teachers Journal, 44(2), 55-59. Retrieved from https://www.proquest.com/openview/667e3f1d6e9d76a45a9ac49866a11e35/1?pqorigsite=gscholar&cbl=47307
Meşeci, B., Tekin, S., & Karamustafaoğlu, S. (2013). Maddenin tanecikli yapısıyla ilgili kavram yanılgılarının tespiti [Determination of misconceptions about the particulate structure of matter]. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Journal of Dicle University Institute of Social Sciences], 5(9), 20-40. Retrieved from https://dergipark.org.tr/tr/pub/diclesosbed/issue/61616/920133
MoNE. (2013). Primary Education Institutions (Primary and Secondary Schools) Science Course (Grades 3, 4, 5, 6, 7 and 8) Curriculum. Ankara, MoNE Publishing House.
MoNE. (2018). Primary Education Institutions (Primary and Secondary Schools) Science Course (Grades 3, 4, 5, 6, 7 and 8) Curriculum. Ankara, MoNE Publishing House.
Mulford, D. R., & Robinson, W. R. (2002). An inventory for alternate conceptions among first semester general chemistry students. Journal of Chemical Education, 79(6), 739. Retrieved from https://pubs.acs.org/doi/10.1021/ed079p739
Mutlu, M., & Özel, M. (2008). Sınıf öğretmen adaylarının çiçekli bitkilerin büyüme ve gelişimi konuları ile ilgili anlama düzeyleri ve kavram yanılgıları [Preservıce elementary teachers’ understanding levels and misconceptions related to the grow and development of flowering plants]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 16(1), 107-124. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/49101/626573
Nakiboğlu, C., Karakoç, Ö., & Benlikaya, R. (2002). Öğretmen adaylarının atomun yapısı ile ilgili zihinsel modelleri [Pre-service teachers’ mental models about the structure of the atom]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi [Abant Izzet Baysal University Journal of Faculty of Education], 2(4), 88-98. Retrieved from https://dspace.balikesir.edu.tr/xmlui/bitstream/handle/20.500.12462/5188/canannakiboglu.pdf?sequence=1&isAllowed=y
Novak, J. D., & Canas, A. J. (2006). The theory underlying concept maps and how to construct them. Pensacola, FL: Institute for Human and Machine Cognition.
Odom, A. L., & Barrow, L. H. (1995). Development and application of a two‐tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32(1), 45-61. https://doi.org/10.1002/tea.3660320106
Ormancı, Ü., & Balım, A. G. (2014). Ortaokul öğrencilerinin madde konusuna yönelik fikirleri: Çizim yöntemi [Secondary school students’ ideas about matter: Drawing method]. Elementary Education Online, 13(3), 827-846. Retrieved from https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=cfc06e4e0749-4bdb-a966-6d402d2e29c1%40redis
Othman, J., Treagust, D. F., & Chandrasegaran, A. L. (2008). An investigation into the relationship between students’ conceptions of the particulate nature of matter and their understanding of chemical bonding. International Journal of Science Education, 30(11), 1531-1550. https://doi.org/10.1080/09500690701459897
Özden, B., & Yenice, N. (2017). “Kuvvet ve Enerji” ünitesine yönelik üç aşamalı kavramsal anlama testi geliştirme çalışması [Developing three-tier conceptual understanding test towards “Force and Energy” unit]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi [Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education], 11(2), 432-463. Retrieved from https://dergipark.org.tr/tr/download/article-file/396506
Özgür, S., & Bostan A. (2007). Atom kavramının epistemolojik analizi ve öğrencilerin konu ile ilgili kavram yanılgılarının karşılaştırılması [The comparison between epistomological analyze of atom concept and students’ misconceptions on the topic]. Physical Sciences, 2(3), 214-231. Retrieved from https://dergipark.org.tr/tr/pub/nwsaphysic/issue/20045/213570
Papageorgıou, G., & Sakka, D. (2000). Primary school teachers’ views on fundamental chemical concepts. Chemistry Education Research and Practice, 1(2), 237-247. Retrieved from https://pubs.rsc.org/en/content/articlehtml/2000/rp/a9rp90025j
Reynolds, C., Livingston, R., & Wilson, V. (2008). Measurement and assessment in education. (2nd Ed.) Upper Saddle River: Pearson Education International.
Salvucci, S., Walter, E., Conley, V., Fink, S., & Saba, M. (1997). Measurement error studies at the National Center for Education Statistics (NCES). Washington D. C.: U. S. Department of Education.
Samaie, M., & Khosravian, F. (2014). Achievement test development and validation: A measure of reading comprehension strategies for Iranian learners of English. International Journal of Linguistics, 6(2), 12.
Sanger, M. J. (2000). Using particulate drawings to determine and improve students’ conceptions of pure substances and mixtures. Journal of Chemical Education, 77(6), 762 Retrieved from https://pubs.acs.org/
Say, F. S., & Özmen, H. (2018). Effectiveness of concept cartoons on 7th grade students’ understanding of “The Structure and Properties of Matter”. Journal of Turkish Science Education, 15(1), 1-24. Retrieved from https://www.tused.org/index.php/tused/article/view/145/101
Saydam, Ö. E. (2013). Fen bilimleri öğretmen adaylarının maddenin tanecikli yapısı konusu ile ilgili kavram yanılgıları [Pre-service science teachers’ misconceptions about particulate nature of matter] (Unpublished master’s thesis). Abant Izzet Baysal University, Institute of Educational Sciences, Bolu.
Schulte, P. L. (2001). Pre-Service primary teacher alternative conceptions in science and attitudes toward teaching science (Unpublished Doctoral Dissertation). New Orleans University, New Orleans.
Sreenivasulu, B., & Subramaniam, R. (2013). University students’ understanding of chemical thermodynamics. International Journal of Science Education, 35(4), 601-635. https://doi.org/10.1080/09500693.2012.683460
Stains, M., & Talanquer, V. (2007). A2: Element or compound? Journal of Chemical Education, 84(5), 880-883. Retrieved from https://en.xmol.com/paper/article/4350125
Şahin, F., Yıldırım, M., Sürmeli, H., & Güven, İ. (2018). Okul öncesi öğrencilerinin bilimsel süreci becerilerinin değerlendirilmesi için bir test geliştirme çalışması [A test development study for evaluation of preschool children’s scientific process skills]. Bilim, Eğitim, Sanat ve Teknoloji Dergisi [Science, Education, Art and Technology Journal], 2(2), 124-138.
Şeker, A. (2006). Facilitating conceptual change in atom, molecule, ion and matter (Unpublished Master’s thesis). Middle East Technical University, Secondary Science and Mathematics Education, Ankara.
Taber, K. S. (2000). Chemistry lessons for universities?: A review of constructivist ideas. University Chemistry Education, 4(2), 63-72. Retrieved from http://stoa.usp.br/paulo/files/313/1394/chemistry+lessons+for+universities.pdf
Tekin, H. (2010). Eğitimde ölçme ve değerlendirme [Measurement and assessment in education]. Ankara: Yargı.
Tezcan, H., & Salmaz, Ç. (2005). Atomun yapısının kavratılmasında ve yanlış kavramaların giderilmesinde bütünleştirici ve geleneksel öğretim yöntemlerinin etkileri [Effects of the traditional method and constructivist approach on the understanding of atomic structure and elimination of related misconceptions]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Gazi University Gazi Education Faculty Journal], 25(1), 41-54. Retrieved from https://dergipark.org.tr/tr/pub/gefad/issue/6757/90866
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169. https://doi.org/10.1080/0950069880100204
Tsai, C. C., & Chou, C. (2002). Diagnosing students’ alternative conceptions in science. Journal of Computer Assisted Learning, 18(2), 157-165.
Unal, R., & Zollman, D. (1999). Students’ description of an atom: A phenomenographic analysis. Retrieved from https://perg.phys.ksu.edu/papers/vqm/atommodels.pdf
Uzun, B. (2010). Fen ve teknoloji öğretiminde kavramsal değişim stratejilerine dayalı olarak maddenin yapısı ve özellikleri konusunun öğretimi [Teaching the subject of the structure and properties of matter based on conceptual change strategies in science and technology teaching] (Unpublished doctoral dissertation). Dokuz Eylül University, Institute of Educational Sciences, İzmir.
Uzuntiryaki, E., & Geban, Ö. (2005). Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts. Instructional science, 33, 311-339. Retrieved from https://link.springer.com/article/10.1007/s11251-005-2812-z
Yalçın, S. (2011). İlköğretim 7. sınıf öğrencilerinin atom kavramı ile ilgili zihinsel modelleri [Grade-7 students’ mental models concerning atom concept] (Unpublished master’s thesis). Ondokuz Mayıs University, Institute of Educational Sciences, Samsun.
Varoğlu, L., Şen, Ş., & Yılmaz, A. (2020). Kimyada kavram çiftlerine ilişkin iki-aşamalı kavram tanı testinin geliştirilmesi [Development of two-tier diagnostic test related to concept pairs in chemistry]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi [Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education], 14(1), 316-347. https://doi.org/10.17522/balikesirnef.655801
Vogelezang, M. (1987). Development of the concept ‘chemical substance’‐some thoughts and arguments. International Journal of Science Education, 9(5), 519-528. https://doi.org/10.1080/0950069870090502
Voska, K. W., & Heikkinen, H. W. (2000). Identification and analysis of student conception used to solve chemical equilibrium problems. Journal of Research in Science Teaching, 37(2), 160-176. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/(SICI)1098-2736(200002)37:2%3C160::AID-TEA5%3E3.0.CO;2-M
Yağbasan, R., & Gülçiçek, Ç. (2003). Fen öğretiminde kavram yanılgılarının karakteristiklerinin tanımlanması [Describing the characteristics of misconceptions in science teaching]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Education], 13(13), 102-120. Retrieved from https://dergipark.org.tr/en/pub/pauefd/issue/11130/133118
Yumuşak, A., Maraş, İ., & Şahin, M. (2016). Radyoaktivite konusunda kavram yanılgılarını belirlemeye yönelik iki aşamalı bir teşhis testinin geliştirilmesi [Developing two-tier diagnostic ınstrument to determine misconceptions on radioactivity]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of the Faculty of Education], 12(3), 810-828. https://doi.org/10.17860/mersinefd.282382
Yürük, N., & Çakır, Ö. S. (2000). Determination of misconceptions in high school students about oxygenated and oxygen-free respiration. University Journal of Faculty of Education], 18(18), 185-191.

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Begüm Dilara Civangönül
0000-0003-3992-1993
Türkiye

Ayşe Sert Çıbık ^*
0000-0001-9648-3593
Türkiye

Early Pub Date

November 2, 2023

Publication Date

November 1, 2023

Submission Date

April 14, 2023

Acceptance Date

September 22, 2023

Published in Issue

Year 2023 Volume: 10 Number: 6

DOI

https://doi.org/10.17275/per.23.87.10.6

IZ

https://izlik.org/JA77XP49YH

APA

Civangönül, B. D., & Sert Çıbık, A. (2023). The Development of a Concept Test for “Pure Matter and Mixtures” Unit. Participatory Educational Research, 10(6), 14-40. https://doi.org/10.17275/per.23.87.10.6

AMA

1.Civangönül BD, Sert Çıbık A. The Development of a Concept Test for “Pure Matter and Mixtures” Unit. PER. 2023;10(6):14-40. doi:10.17275/per.23.87.10.6

Chicago

Civangönül, Begüm Dilara, and Ayşe Sert Çıbık. 2023. “The Development of a Concept Test for ‘Pure Matter and Mixtures’ Unit”. Participatory Educational Research 10 (6): 14-40. https://doi.org/10.17275/per.23.87.10.6.

EndNote

Civangönül BD, Sert Çıbık A (November 1, 2023) The Development of a Concept Test for “Pure Matter and Mixtures” Unit. Participatory Educational Research 10 6 14–40.

IEEE

[1]B. D. Civangönül and A. Sert Çıbık, “The Development of a Concept Test for ‘Pure Matter and Mixtures’ Unit”, PER, vol. 10, no. 6, pp. 14–40, Nov. 2023, doi: 10.17275/per.23.87.10.6.

ISNAD

Civangönül, Begüm Dilara - Sert Çıbık, Ayşe. “The Development of a Concept Test for ‘Pure Matter and Mixtures’ Unit”. Participatory Educational Research 10/6 (November 1, 2023): 14-40. https://doi.org/10.17275/per.23.87.10.6.

JAMA

1.Civangönül BD, Sert Çıbık A. The Development of a Concept Test for “Pure Matter and Mixtures” Unit. PER. 2023;10:14–40.

MLA

Civangönül, Begüm Dilara, and Ayşe Sert Çıbık. “The Development of a Concept Test for ‘Pure Matter and Mixtures’ Unit”. Participatory Educational Research, vol. 10, no. 6, Nov. 2023, pp. 14-40, doi:10.17275/per.23.87.10.6.

Vancouver

1.Begüm Dilara Civangönül, Ayşe Sert Çıbık. The Development of a Concept Test for “Pure Matter and Mixtures” Unit. PER. 2023 Nov. 1;10(6):14-40. doi:10.17275/per.23.87.10.6