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Atmosfer ile İlgili Çevre Problemleri Konularında Kavram Yanılgılarını Tespit Eden Üç Aşamalı Tanı Testinin Türkçeye Uyarlanması

Year 2017, Volume 14, Issue 1, 671 - 699, 15.06.2017

Abstract

Bu çalışmanın amacı atmosferde görülen küresel çevre problemlerinden sera etkisi, küresel ısınma, ozon tabakasının incelmesi ve asit yağmurları hakkındaki kavram yanılgılarını belirlemek için İngilizce olarak geliştirilmiş olan üç aşamalı bir tanı testinin Türkçeye uyarlamasını yapmaktır. Arslan, Cigdemoglu ve Moseley (2012) tarafından geliştirilmiş geçerliliği ve güvenirliliği raporlanmış test, araştırmacılar tarafından Türkçeye çevrilmiş, daha sonra test uyarlama süreçlerinin aşamaları kullanılmıştır. Ankara’daki bir üniversitede öğrenim gören 207 öğretmen adayına uygulanarak geçerlilik ve güvenirlik çalışması yapılmıştır. Atmosfer ile İlişkili Çevre Problemleri Tanı Testi (AÇPTT)’nin geçerliği hem nitel yöntemler hem de nicel yöntemlerle sağlanmıştır. Katılımcıların toplam puanları ile cevaplarından emin olma düzeyleri arasında pozitif ilişki olması, az kavram yanılgısına sahip olduğu belirlenenlerin, fazla kavram yanılgısına sahip olduğu belirlenenlere göre cevaplarından daha emin olduklarını göstermektedir. Aynı zamanda testin geçerliliğini destekleyen yanlış sebepli doğruların ve doğru sebepli yanlışların yüzdeleri olması gereken aralıkta çıkmıştır, bu değerler sırası ile %4.77 ve %3.08’dir. Testin Cronbach alpha güvenirlik katsayısı 0.73, ortalama zorluk derecesi 0.22’dir. Testin Türkçeleştirilmesi ulusal eğitim araştırmacılarının ve öğretmenlerin onu tanı, başarı, ya da erişi testi olarak kullanılabilmesi açısından önemlidir.

References

  • Amin, T. G., Smith, C., ve Wiser, M. (2015). Student conceptions and conceptual change. Handbook of research on science education, 57-81.
  • Arsal, Z. (2010). The greenhouse effect misconceptions of the elementary school teacher candidates. Elementary Education Online, 9(1), 229-240.
  • Arslan, H. O., Cigdemoglu, C. ve Moseley C. (2012). A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain, International Journal of Science Education, 34(11), 1667-1686.
  • Ayvacı, H. Ş. ve Çoruhlu, T. Ş. (2009). Öğrencilerin küresel çevre sorunlarına bakışları ve kavram yanılgılarının belirlenmesine yönelik gelişimsel bir araştırma. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 6(2), 11-25.
  • Boyes, E., Chambers, W. ve Stanisstreet, M. (1995). Trainee primary teachers’ ideas about the ozone layer. Environmental Education Research, 1(2), 133–145.
  • Bozkurt,O. ve Aydoğdu, M. (2004). İlköğretim 6. 7. ve 8. sınıf öğrencilerinin 'Ozon tabakası ve görevleri' hakkındaki kavram yanılgıları ve oluşturma şekilleri, Kastamonu Eğitim Dergisi, 12(2), 369-376.
  • Bozkurt, O. ve Cansüngü Koray, Ö. (2002). İlköğretim öğrencilerinin çevre eğitiminde sera etkisi ile ilgili kavram yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 67-73.
  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem Akademi.
  • Caleon, I. ve Subramaniam, R. (2010). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939–961.
  • Cataloglu, E. (2002). Development and validation of an achievement test in introductory quantum mechanics: The Quantum Mechanics Visualization Instrument (QMVI), Yayınlanmamış Doktora Tezi, The Pennsylvania State University, USA.
  • Clement, J., Brown, D.E. ve Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding ‘anchoring conceptions’ for grounding instruction on students’ intuition. International Journal of Science Education, 11, 554–565.
  • Crocker, L., ve Algina, A. (2008). Introduction to classical and modern test theory. Mason, Ohio: Cengage Learning.
  • Çimer, S. O., Çimer, A. ve Ursavas, N. (2011). Student teachers' conceptions about global warming and changes in their conceptions during pre-service education: A cross sectional study. Educational Research and Reviews, 6(8), 592-597.
  • Darçın, E. S., Bozkurt, O., Hamalosmanoğlu, M. ve Köse, S. (2006). Misconceptions About Greenhouse Effect. International Journal of Environmental and Science Education, 1(2), 104-115.
  • Daskolia, M., Flogaitis, E. ve Papageorgiou, E. (2006). Kindergarten teachers’ conceptual framework on the ozone layer depletion. Exploring the associative meanings of a global environmental issue. Journal of Science Education and Technology, 15(2), 168–177.
  • Dawson, V., and K. Carson. 2013. Australian secondary school students’ understanding of climate change. Teaching Science 59(3), 9–14.
  • Dove, J. (1996). Student teacher understanding of the greenhouse effect, ozone layer depletion and acid rain. Environmental Education Research, 2(1), 89–100.
  • Driver, R. (1988). Changing conceptions. Tijdschrift voor Didactie der. ß-Wetenschappen, 6(3), 161–198. Driver, R. ve Easley, J. (1978). Pupils and Paradigms: A review of literature related to concept development inadolescent science students. Studies in Science Education, 5, 61-84.
  • Duit, R., & Treagust, D. F. (2012). How can conceptual change contribute to theory and practice in science education? In Second international handbook of science education (pp. 107-118). Springer Netherlands.
  • Enerji ve Tabii Kaynaklar Bakanlığı, (2012). İklim Değişikliği Nedir? http://www.eie.gov.tr/iklim_deg/i_deg_nedir.aspx adresinden alınmıştır.
  • Eryılmaz, A. (2010). Development and application of three-tier heat and temperature test: Sample of bachelor and graduate students. Egitim Arastirmalari - Eurasian Journal of Educational Research, 40, 53-76.
  • Gowda, M. R., Fox, J. C. ve Magelky, R. D. (1997). Students' understanding of climate change: Insights for scientists and educators. Bulletin of the American Meteorological Society, 78(10), 2232-2240.
  • Groves, F.H. ve Pugh, A.F. (1999). Elementary pre-service teacher perceptions of the greenhouse effect. Journal of Science Education and Technology, 8(1), 75–81.
  • Groves, F.H. ve Pugh, A.F. (2002). Cognitive illusions as hindrances to learning complex environmental issues. Journal of Science Education and Technology, 11(4), 381–390.
  • Gungordu, N., Yalcın-Celik, A. & Kılıc, Z. (2017). Stundets’ misconceptions about the ozone layer and the effect of Internet based media on it. International Electronic Journal of Environmental Education, 7(1), 1-15.
  • Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64, 1316–1325.
  • Hasan, S., Bagayoko, D. ve Kelley, E.L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education, 34(5), 294–299.
  • Helm, H., (1980). Misconceptions in Physics Amongst South African Students. Physics Education, 15, 92-105,
  • Hestenes, D. ve Halloun, I. (1995). Interpreting the force concept inventory. Physics Teacher, 33, 502–506.
  • Hungerford, H. R., Peyton, R. B. ve Wilke, R. (1980). Goals for curriculum development in environmental education. The Journal of Environmental Education, 11(3), 42–47
  • Kara, F. (2015). Knowledge Level of Prospective Science Teachers Regarding Formation and Effects of Acid Rains on the Environment and Organisms. International Journal of Applied Science and Technology, 5(4), 128-131.
  • Karpudewan, M., Roth, W.M. ve Chandrakesan, K. (2015). Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research, 21(4), 631-648.
  • Khalid, T. (2001). Pre-service teachers’ misconceptions regarding three environmental issues. Canadian Journal of Environmental Education, 6, 102–120.
  • Khalid, T. (2003). Pre-service high school teachers’ perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35–50.
  • Kirbulut, Z. D., & Geban, O. (2014). Using Three-Tier Diagnostic Test to Assess Students’ Misconceptions of States of Matter. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 509-521.
  • Kışoğlu, M., Gürbüz, H., Erkol, M., Akar, M. S. ve Akıllı, M. (2010). Prospective Turkish elementary science teachers' knowledge level about the greenhouse effect and their views on environmental education in university. International Electronic Journal Of Elementary Education, 2(2), 217-236.
  • Michail, S., Stamou, A.G. ve Stamou, G.P. (2007). Greek primary school teachers understanding of current environmental issues: An exploration of their environmental knowledge and images of nature. Science Education, 91(2), 244–259.
  • Novak, J.D. (1990). Concept Mapping, A useful tool for science education. Journal of Research in Science Teaching, 27, 937-949.
  • Oskay, Ö. Ö., Temel, S., Özgür, S. D., ve Erdem, E. (2012). Determination of preservice chemistry teachers’ cognitive structures via flow map method and their knowledge level on “greenhouse gases and their effects” topic. Eurasian Journal of Physics & Chemistry Education, 4(1), 30-45.
  • Pabuçcu, Aybüke. (2016). Öğretmen adaylarının asit yağmurlarıyla ilgili bilgilerinin kimya okur-yazarlığı açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 961-976.
  • Pekel, F.O., Kaya, E. ve Demir, Y. (2007). Farklı lise öğrencilerinin ozon tabakasına ilişkin düşüncelerinin karşılaştırılması, Kastamonu Eğitim Dergisi, 15(1), 169-174.
  • Pesman, H. ve Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103, 208–222.
  • Posner, G.J., Strike, K.A., Hewson, P.W. ve Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.
  • Saat, R. M., Fadzil, H. M., Aziz, A., Azlina, N., Haron, K., Rashid, K. A., & Shamsuar, N. R. (2016). Development of an online three-tier diagnostic test to assess pre-university students' understanding of cellular respiration. Journal of Baltic Science Education, 15(4), 532-546.
  • Shepardson, D., Niyogi, D., Choi, S. ve Charusombat, U. (2009). Seventh grade students’ conceptions of global warming and climate change. Environmental Education Research, 15, 549–570.
  • Shepardson, D. P., Niyogi, D., Roychoudhury, A., ve Hirsch, A. (2012). Conceptualizing climate change in the context of a climate system: implications for climate and environmental education. Environmental Education Research, 18(3), 323-352.
  • Stokes, E., Edge, A. ve West, A. (2001). Environmental educaion in the educational systems of the European Union: Synthesis report. London School of Economics and Political Science, Centre for Educational Research.
  • Summers, M., Kruger, C., Childs, A. ve Mant, G. (2000). Primary school teachers’ understanding of environmental issues: An interview study. Environmental Education Research, 6(4), 293–312.
  • Sutton, C.R., (1980). The Learner's Prior Knowledge: A Critical Review of Techniques for Probing Its Organization. European Journal of Science Education, 2, 107- 120.
  • Taber, F. ve Taylor, N. (2009). Climate of Concern--A Search for Effective Strategies for Teaching Children about Global Warming. International Journal of Environmental and Science Education, 4(2), 97-116.
  • Taslidere, E. (2016). Development and use of a three-tier diagnostic test to assess high school students’ misconceptions about the photoelectric effect. Research in Science & Technological Education, 34(2), 164-186.
  • Treagust, D.F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10, 159–170.
  • Vosniadou, S. (Ed.). (2008). International handbook of research on conceptual change. New York: Routledge.
  • West, L. ve Pines, A. (1985). Cognitive structure and conceptual change. Orlando, FL: Academic Press.
  • Wendler, C. L., ve Walker, M. E. (2006). Practical issues in designing and maintaining multiple test forms for large scale programs. S.M. Downing ve T.M. Haladyna (Ed.), Handbook of test development içinde (s.445-467). Mahway NJ: Lawrence Erlbaum.

Adaptation of a Three-Tier Diagnostic Test Identified Misconceptions on the Atmosphere Related Environmental Problems to Turkish

Year 2017, Volume 14, Issue 1, 671 - 699, 15.06.2017

Abstract

The purpose of this study is to adapt a three-tier diagnostic test from English to Turkish to assess misconceptions of learners from high school or higher levels, about atmosphere related environmental problems which are about greenhouse effect, global warming, ozon layer depletion, and acid rains. The test as a valid and reliable instrument is developed in English by Arslan, Cigdemoglu and Moseley (2012), then translated into Turkish by researchers, after that, test adaptation producers were employed. Reliability and validity of the test was provided by administrating it to 207 pre-service teachers from a university in Ankara. The reliability of atmosphere related environmental problems diagnostic test (AÇPTT) was proofed by both quantitative and qualitative methods. The positive correlation between participants’ total score and their confidence levels indicates that the ones who hold fever misconceptions feel more confident than the ones who have more misconceptions. Besides, the percentages of false positives and false negatives which support the validity are calculated in the expected range, the values are 4.77% and 3.08% respectively. The Cronbach alpha reliability coefficient is 0.73 and the mean difficulty index is 0.22. The translation of the test to Turkish language is important since it provides national education researchers and teachers to use it as diagnostic, formative or summative assessment tool.

References

  • Amin, T. G., Smith, C., ve Wiser, M. (2015). Student conceptions and conceptual change. Handbook of research on science education, 57-81.
  • Arsal, Z. (2010). The greenhouse effect misconceptions of the elementary school teacher candidates. Elementary Education Online, 9(1), 229-240.
  • Arslan, H. O., Cigdemoglu, C. ve Moseley C. (2012). A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain, International Journal of Science Education, 34(11), 1667-1686.
  • Ayvacı, H. Ş. ve Çoruhlu, T. Ş. (2009). Öğrencilerin küresel çevre sorunlarına bakışları ve kavram yanılgılarının belirlenmesine yönelik gelişimsel bir araştırma. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 6(2), 11-25.
  • Boyes, E., Chambers, W. ve Stanisstreet, M. (1995). Trainee primary teachers’ ideas about the ozone layer. Environmental Education Research, 1(2), 133–145.
  • Bozkurt,O. ve Aydoğdu, M. (2004). İlköğretim 6. 7. ve 8. sınıf öğrencilerinin 'Ozon tabakası ve görevleri' hakkındaki kavram yanılgıları ve oluşturma şekilleri, Kastamonu Eğitim Dergisi, 12(2), 369-376.
  • Bozkurt, O. ve Cansüngü Koray, Ö. (2002). İlköğretim öğrencilerinin çevre eğitiminde sera etkisi ile ilgili kavram yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 67-73.
  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem Akademi.
  • Caleon, I. ve Subramaniam, R. (2010). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939–961.
  • Cataloglu, E. (2002). Development and validation of an achievement test in introductory quantum mechanics: The Quantum Mechanics Visualization Instrument (QMVI), Yayınlanmamış Doktora Tezi, The Pennsylvania State University, USA.
  • Clement, J., Brown, D.E. ve Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding ‘anchoring conceptions’ for grounding instruction on students’ intuition. International Journal of Science Education, 11, 554–565.
  • Crocker, L., ve Algina, A. (2008). Introduction to classical and modern test theory. Mason, Ohio: Cengage Learning.
  • Çimer, S. O., Çimer, A. ve Ursavas, N. (2011). Student teachers' conceptions about global warming and changes in their conceptions during pre-service education: A cross sectional study. Educational Research and Reviews, 6(8), 592-597.
  • Darçın, E. S., Bozkurt, O., Hamalosmanoğlu, M. ve Köse, S. (2006). Misconceptions About Greenhouse Effect. International Journal of Environmental and Science Education, 1(2), 104-115.
  • Daskolia, M., Flogaitis, E. ve Papageorgiou, E. (2006). Kindergarten teachers’ conceptual framework on the ozone layer depletion. Exploring the associative meanings of a global environmental issue. Journal of Science Education and Technology, 15(2), 168–177.
  • Dawson, V., and K. Carson. 2013. Australian secondary school students’ understanding of climate change. Teaching Science 59(3), 9–14.
  • Dove, J. (1996). Student teacher understanding of the greenhouse effect, ozone layer depletion and acid rain. Environmental Education Research, 2(1), 89–100.
  • Driver, R. (1988). Changing conceptions. Tijdschrift voor Didactie der. ß-Wetenschappen, 6(3), 161–198. Driver, R. ve Easley, J. (1978). Pupils and Paradigms: A review of literature related to concept development inadolescent science students. Studies in Science Education, 5, 61-84.
  • Duit, R., & Treagust, D. F. (2012). How can conceptual change contribute to theory and practice in science education? In Second international handbook of science education (pp. 107-118). Springer Netherlands.
  • Enerji ve Tabii Kaynaklar Bakanlığı, (2012). İklim Değişikliği Nedir? http://www.eie.gov.tr/iklim_deg/i_deg_nedir.aspx adresinden alınmıştır.
  • Eryılmaz, A. (2010). Development and application of three-tier heat and temperature test: Sample of bachelor and graduate students. Egitim Arastirmalari - Eurasian Journal of Educational Research, 40, 53-76.
  • Gowda, M. R., Fox, J. C. ve Magelky, R. D. (1997). Students' understanding of climate change: Insights for scientists and educators. Bulletin of the American Meteorological Society, 78(10), 2232-2240.
  • Groves, F.H. ve Pugh, A.F. (1999). Elementary pre-service teacher perceptions of the greenhouse effect. Journal of Science Education and Technology, 8(1), 75–81.
  • Groves, F.H. ve Pugh, A.F. (2002). Cognitive illusions as hindrances to learning complex environmental issues. Journal of Science Education and Technology, 11(4), 381–390.
  • Gungordu, N., Yalcın-Celik, A. & Kılıc, Z. (2017). Stundets’ misconceptions about the ozone layer and the effect of Internet based media on it. International Electronic Journal of Environmental Education, 7(1), 1-15.
  • Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64, 1316–1325.
  • Hasan, S., Bagayoko, D. ve Kelley, E.L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education, 34(5), 294–299.
  • Helm, H., (1980). Misconceptions in Physics Amongst South African Students. Physics Education, 15, 92-105,
  • Hestenes, D. ve Halloun, I. (1995). Interpreting the force concept inventory. Physics Teacher, 33, 502–506.
  • Hungerford, H. R., Peyton, R. B. ve Wilke, R. (1980). Goals for curriculum development in environmental education. The Journal of Environmental Education, 11(3), 42–47
  • Kara, F. (2015). Knowledge Level of Prospective Science Teachers Regarding Formation and Effects of Acid Rains on the Environment and Organisms. International Journal of Applied Science and Technology, 5(4), 128-131.
  • Karpudewan, M., Roth, W.M. ve Chandrakesan, K. (2015). Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research, 21(4), 631-648.
  • Khalid, T. (2001). Pre-service teachers’ misconceptions regarding three environmental issues. Canadian Journal of Environmental Education, 6, 102–120.
  • Khalid, T. (2003). Pre-service high school teachers’ perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35–50.
  • Kirbulut, Z. D., & Geban, O. (2014). Using Three-Tier Diagnostic Test to Assess Students’ Misconceptions of States of Matter. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 509-521.
  • Kışoğlu, M., Gürbüz, H., Erkol, M., Akar, M. S. ve Akıllı, M. (2010). Prospective Turkish elementary science teachers' knowledge level about the greenhouse effect and their views on environmental education in university. International Electronic Journal Of Elementary Education, 2(2), 217-236.
  • Michail, S., Stamou, A.G. ve Stamou, G.P. (2007). Greek primary school teachers understanding of current environmental issues: An exploration of their environmental knowledge and images of nature. Science Education, 91(2), 244–259.
  • Novak, J.D. (1990). Concept Mapping, A useful tool for science education. Journal of Research in Science Teaching, 27, 937-949.
  • Oskay, Ö. Ö., Temel, S., Özgür, S. D., ve Erdem, E. (2012). Determination of preservice chemistry teachers’ cognitive structures via flow map method and their knowledge level on “greenhouse gases and their effects” topic. Eurasian Journal of Physics & Chemistry Education, 4(1), 30-45.
  • Pabuçcu, Aybüke. (2016). Öğretmen adaylarının asit yağmurlarıyla ilgili bilgilerinin kimya okur-yazarlığı açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 961-976.
  • Pekel, F.O., Kaya, E. ve Demir, Y. (2007). Farklı lise öğrencilerinin ozon tabakasına ilişkin düşüncelerinin karşılaştırılması, Kastamonu Eğitim Dergisi, 15(1), 169-174.
  • Pesman, H. ve Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103, 208–222.
  • Posner, G.J., Strike, K.A., Hewson, P.W. ve Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.
  • Saat, R. M., Fadzil, H. M., Aziz, A., Azlina, N., Haron, K., Rashid, K. A., & Shamsuar, N. R. (2016). Development of an online three-tier diagnostic test to assess pre-university students' understanding of cellular respiration. Journal of Baltic Science Education, 15(4), 532-546.
  • Shepardson, D., Niyogi, D., Choi, S. ve Charusombat, U. (2009). Seventh grade students’ conceptions of global warming and climate change. Environmental Education Research, 15, 549–570.
  • Shepardson, D. P., Niyogi, D., Roychoudhury, A., ve Hirsch, A. (2012). Conceptualizing climate change in the context of a climate system: implications for climate and environmental education. Environmental Education Research, 18(3), 323-352.
  • Stokes, E., Edge, A. ve West, A. (2001). Environmental educaion in the educational systems of the European Union: Synthesis report. London School of Economics and Political Science, Centre for Educational Research.
  • Summers, M., Kruger, C., Childs, A. ve Mant, G. (2000). Primary school teachers’ understanding of environmental issues: An interview study. Environmental Education Research, 6(4), 293–312.
  • Sutton, C.R., (1980). The Learner's Prior Knowledge: A Critical Review of Techniques for Probing Its Organization. European Journal of Science Education, 2, 107- 120.
  • Taber, F. ve Taylor, N. (2009). Climate of Concern--A Search for Effective Strategies for Teaching Children about Global Warming. International Journal of Environmental and Science Education, 4(2), 97-116.
  • Taslidere, E. (2016). Development and use of a three-tier diagnostic test to assess high school students’ misconceptions about the photoelectric effect. Research in Science & Technological Education, 34(2), 164-186.
  • Treagust, D.F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10, 159–170.
  • Vosniadou, S. (Ed.). (2008). International handbook of research on conceptual change. New York: Routledge.
  • West, L. ve Pines, A. (1985). Cognitive structure and conceptual change. Orlando, FL: Academic Press.
  • Wendler, C. L., ve Walker, M. E. (2006). Practical issues in designing and maintaining multiple test forms for large scale programs. S.M. Downing ve T.M. Haladyna (Ed.), Handbook of test development içinde (s.445-467). Mahway NJ: Lawrence Erlbaum.

Details

Journal Section Articles
Authors

Ceyhan ÇİĞDEMOĞLU>
ATILIM ÜNİVERSİTESİ
0000-0001-5389-5790


Harika Özge ARSLAN>
DÜZCE ÜNİVERSİTESİ
0000-0003-1620-6559

Publication Date June 15, 2017
Published in Issue Year 2017, Volume 14, Issue 1

Cite

APA Çiğdemoğlu, C. & Arslan, H. Ö. (2017). Atmosfer ile İlgili Çevre Problemleri Konularında Kavram Yanılgılarını Tespit Eden Üç Aşamalı Tanı Testinin Türkçeye Uyarlanması . Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi , 14 (1) , 671-699 . Retrieved from https://dergipark.org.tr/en/pub/yyuefd/issue/28496/340213