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DEVELOPMENT AND APPLICATION OF TWO-TIER MULTIPLE CHOICE INSTRUMENT ON SOME CONCEPTS OF CHEMISTRY

Yıl 2011, Cilt: 13 Sayı: 1, 55 - 80, 01.06.2011

Öz

The aim of this study is to develop a two-tier multiple-choice instrument about evaporation, evaporation rate and vapor pressure and to investigate its applicability. Firstly, with this aim, in the light of literaure students’ misconceptions were determined relating to these concepts. Later, based on the misconceptions idendified the two-tier multiple-choice diagnostic instrument consisting of 16 items was developed. The test was conducted to a sample of 208 students engaged in chemistry teacher program, matter analysis of the test items was carried out and the misconceptions held by the students were discussed by evaluating their responses to the items.

Kaynakça

  • Bar, V., Galili, I. (1994). Stages of children’s views about evaporation. International Journal of Science Education, 16, 157–174.
  • Bell, B., Cowie, B. (2001). Formative assessment and science education. Dordrecht, The Netherlands: Kluwer.
  • Birk, J.P., Kurtz, M.J. (1999) Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76, 124–128.
  • Black, P. (1999). Testing: Friend or foe? London: Falmer.
  • Black, P., Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.
  • Caleon, I.S. Subramanian, R. (2010). Do students know what they know and what they don't know? Using a four-tier diagnostic test to assess the nature of students' alternative conceptions. Res. Sci. Educ., 40(3), 313-337.
  • Canpolat, N., Pinarbasi, T., Sozbilir, M. (2006). Prospective teachers’ misconce- ptions of vaporization and vapor pressure. Journal of Chemical Education, 83(8), 1237–1242.
  • Canpolat, N. (2006). Turkish Undergraduates’Misconceptions of Evaporation, Evaporation Rate, and Vapour Pressure. International Journal of Science Education, 28(15), 1757–1770.
  • Chandrasegaran A.L., Treagust, D.F., Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chem. Educ. Res Practice, 8 (3), 293-307.
  • Chang, J.Y. (1999). Teachers college students’ conceptions about evaporation, condensation, and boiling. Science Education, 83, 511–526.
  • Chen, C-C., Lin, H-S., Lin. M-L. (2002) Developing a two-tier diagnostic instrument to assess high school students’ understanding – the formation of images by a plane mirror. Proceedings of the National Science Council, ROC (D), 12(3), 106–121.
  • Chiu, M.H. (2001) Exploring mental models and causes of high school students’ misconceptions in acids-bases, particle theory and chemical equilibrium. Project Report in National Science Council.
  • Chiu, M.H. (2002) Exploring mental models and causes of high school students’ misconceptions in acids-bases, particle theory and chemical equilibrium. Project Report in National Science Council.
  • Chiu, M.H., Chiu, M. L., Ho, C.Y. (2002) Using dynamic representations to diagnose students’ mental models of characteristics of particles. Paper
  • presented at the Asia Pacific Symposium on Information and Communication Technology in Chemical Education, Research and Development (ICTinCERD), Kuala Lumpur, Malaysia.
  • Costu, B., Ayas, A. (2005). Evaporation in different liquids: Secondary students’ conceptions. Research in Science & Technological Education, 23(1), 75– 97.
  • Duit, R., Treagust, D.F. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
  • Duit, R. (2009). Bibliography – STCSE: Students' and teachers' conceptions and science education. Retrieved April 25, 2009, from www.ipn.uni- kiel.de/aktuell/stcse/bibint.html
  • Fetherstonaugh, T., Treagust, D.F. (1992) Students’ understanding of light and its properties: Teaching to engenderconceptual change. Science Education, 76(6), 653–672.
  • Franklin, B.J. (1992) The development, validation and application of a two-tier diagnostic instrument to detectmisconceptions in the areas of force, heat, light and electricity. Unpublished Ph.D. thesis, the Louisiana StateUniversity and Agricultural and Mechanical College.
  • Gopal, H., Kleinsmidt, J., Case, J., Musonge, P. (2004). An investigation of tertiary students’ understanding of evaporation, condensation and vapor pressure. International Journal of Science Education, 26, 1597–1620.
  • Griffard, P.B., Wandersee, J.H. (2001) The two-tier instrument on photosynthesis: what does it diagnose? International Journal of Science Education, 23 (10), 1039–1052.
  • Halloun, H., Hestenes, D. (1985) The initial knowledge state of college physics students. American Journal of Physics, 53, 1043–1055.
  • Haslam, F., Treagust, D.F. (1987) Diagnosing secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21, 203–211.
  • Hestenes, D., Wells, M., Schwackhamer, G. (1992) Force concept inventory. The Physics Teacher, 30, 141–158.
  • Johnson, P. (1998). Children’s understandings of changes of state involving the gas state, part 2: Evaporation and condensation below boiling point. International Journal of Science Education, 20(6), 695–709.
  • Kılıç, D., Sağlam, N. (2009). Development of a two-tier diagnostic test to determine students’ understanding of concepts in genetics. Egitim Arastirmalari- Eurasian Journal of Educational Research, 36, 227-244.
  • Lin, S-W. (2004) Development and application of a two-tier diagnostic test for high school students’ understanding of flowering plant growth and development. International Journal of Science and Mathematics Education, 2, 175–199.
  • Mann, M., Treagust, D.F. (1998) A pencil and paper instrument to diagnose students’ conceptions of breathing, gas exchange and respiration. Australian Science Teachers’ Journal, 44(2), 55–59.
  • Millar, R., V. Hames. (2001) Using diagnostic assessment to improve students’ learning in science: some preliminary findings from work to develop and test diagnostic tools. Paper presented at the Third conference of the European Science education Research Association (ESERA), Thessaloniki, Greece.
  • 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 ScienceTeaching, 32, 45–61.
  • Özmen, H. (2010). Determination of science student teachers’ conceptions about ionization energy Original Research Article Procedia - Social and Behavioral Sciences, 9,1025-1029.
  • Paulus, G. M., Treagust, D.F. (1991) Conceptual difficulties in electricity and magnetism. Journal of Science and Mathematics Education in South East Asia, 14(2), 47–53.
  • Peterson, R.F., Treagust, D.F., Garnett, P. (1989) Development and application of a diagnostic instrument to evaluategrade 11 and 12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26, 301–314.
  • Pinarbasi, T., Canpolat, N. (2003). Students’ Understanding of Solution Chemistry Concepts. Journal of Chemical Education, 80, 1328-1332.
  • Raymond, F.P., Treagust, D.F. (1989). Development and application of a diagnostic instrument to evaluate grade-11 and -12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26, 301-314.
  • Taber, K.S. (2001). Constructing chemical concepts in the classroom: Using research to inform practice. Chemistry Education: Research and Practice in Europe, 2(1), 43–51.
  • Tamir, P. (1989). Some issues related to the use of justifications to multiple-choice answers. Journal of BiologicalEducation, 23(4), 285–292.
  • Tan, D.K-C., Treagust, D.F. (1999) Evaluating students’ understanding of chemical bonding. School Science Review, 81, 75–83.
  • Tan, D.K-C., Treagust, D.F., Goh, N-K., Chia, L-S. (2002) Development and application of a two-tier multiple choice diagnostic instrument to assess high school students’ understanding of inorganic qualitative analysis. Journal of Research in Science Teaching, 39(4), 283–301.
  • Tan, D.K-C., Taber, K.S., Goh, N.K., Chia, L-S. (2005) The ionisation energy diagnostic instrument: a two-tier multiple-choice instrument to determine high school students’ understanding of ionisation energy. Chemical Education Research and Practice, 6(4), 180–197.
  • Treagust, D.F. (1988). The development and use of diagnostic instruments to evaluate students’ misconceptions in science. International Journal of Science Education, 10, 159–169.
  • Treagust, D.F. (2006). Diagnostic assesment in science as a means to improving teaching, learning and retention. Universe proceedings of the assesment in science teaching and learning symposium, The University Sdney, Australia, 28 September, 1-9.
  • Tsai CC., Chou, C. (2002). Diagnosing students’ alternative conceptions in science through a networked two-tier test sysytem. Int. J. Comp. Assisted Learn. 18, 157-165.
  • Tsui, C.Y., Treagust, D. (2009). Evaluating secondary students' scientific reasoning in genetics using a two-tier diagnostic instrument. Int. J. Sci. Educ. iFirst article, 1-26.
  • Tuysuz, C. (2009). Development of two-tier diagnostic instrument and assess students’ understanding in chemistry. Scientific Research and Essay, 4(6), 626-631.
  • Tyson, L., Treagust, D. F., Bucat, D.F. (1999) The complexity of teaching and learning chemical equilibrium. Journal of Chemical Education, 35, 1031– 1055.
  • Wang, J-R. (2004) Development and validation of a two-tier instrument to examine understanding of internal transport in plants and the human circulatory system. International Journal of Science and Mathematics Education, 2, 131–157.
  • Wolf, D., Bixby, J., Glen III, J., Gardner, H. (1991). To use their minds well: Investigating new forms of student assessment. In G. Grant (Ed.) Review of Research in Education. Washington, DC: American Educational Research Association, 31–74.

BAZI KİMYA KAVRAMLARINA YÖNELİK İKİ KADEMELİ ÇOKTAN SEÇMELİ BİR TESTİN GELİŞTİRİLMESİ VE UYGULANMASI

Yıl 2011, Cilt: 13 Sayı: 1, 55 - 80, 01.06.2011

Öz

Bu çalışmanın amacı, buharlaşma, buhar basıncı ve buharlaşma hızı kavramları ile ilgili iki kademeli çoktan seçmeli bir test geliştirmek ve bu testin uygulanabili rliğini incelemektir. Bu amaca yönelik olarak, öncelikle, ilgili konularda öğrencilerin sahip oldukları kavram yanılgıları literatür ışığında tespit edilmiştir. Daha sonra, tespit edilen kavram yanılgıları dikkate alınarak 16 sorudan oluşan iki kademeli çoktan seçmeli teşhis edici test geliştirilmiştir. Geliştirilen test, kimya öğretmenliği programına kayıtlı 208 kişilik bir öğrenci grubuna uygulanmış, teste ait madde analizi yapılmış, ayrıca öğrencilerin teste verdikleri cevaplar değerlendirilerek sahip oldukları kavram yanılgıları tartışılmıştır.

Kaynakça

  • Bar, V., Galili, I. (1994). Stages of children’s views about evaporation. International Journal of Science Education, 16, 157–174.
  • Bell, B., Cowie, B. (2001). Formative assessment and science education. Dordrecht, The Netherlands: Kluwer.
  • Birk, J.P., Kurtz, M.J. (1999) Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76, 124–128.
  • Black, P. (1999). Testing: Friend or foe? London: Falmer.
  • Black, P., Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.
  • Caleon, I.S. Subramanian, R. (2010). Do students know what they know and what they don't know? Using a four-tier diagnostic test to assess the nature of students' alternative conceptions. Res. Sci. Educ., 40(3), 313-337.
  • Canpolat, N., Pinarbasi, T., Sozbilir, M. (2006). Prospective teachers’ misconce- ptions of vaporization and vapor pressure. Journal of Chemical Education, 83(8), 1237–1242.
  • Canpolat, N. (2006). Turkish Undergraduates’Misconceptions of Evaporation, Evaporation Rate, and Vapour Pressure. International Journal of Science Education, 28(15), 1757–1770.
  • Chandrasegaran A.L., Treagust, D.F., Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chem. Educ. Res Practice, 8 (3), 293-307.
  • Chang, J.Y. (1999). Teachers college students’ conceptions about evaporation, condensation, and boiling. Science Education, 83, 511–526.
  • Chen, C-C., Lin, H-S., Lin. M-L. (2002) Developing a two-tier diagnostic instrument to assess high school students’ understanding – the formation of images by a plane mirror. Proceedings of the National Science Council, ROC (D), 12(3), 106–121.
  • Chiu, M.H. (2001) Exploring mental models and causes of high school students’ misconceptions in acids-bases, particle theory and chemical equilibrium. Project Report in National Science Council.
  • Chiu, M.H. (2002) Exploring mental models and causes of high school students’ misconceptions in acids-bases, particle theory and chemical equilibrium. Project Report in National Science Council.
  • Chiu, M.H., Chiu, M. L., Ho, C.Y. (2002) Using dynamic representations to diagnose students’ mental models of characteristics of particles. Paper
  • presented at the Asia Pacific Symposium on Information and Communication Technology in Chemical Education, Research and Development (ICTinCERD), Kuala Lumpur, Malaysia.
  • Costu, B., Ayas, A. (2005). Evaporation in different liquids: Secondary students’ conceptions. Research in Science & Technological Education, 23(1), 75– 97.
  • Duit, R., Treagust, D.F. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
  • Duit, R. (2009). Bibliography – STCSE: Students' and teachers' conceptions and science education. Retrieved April 25, 2009, from www.ipn.uni- kiel.de/aktuell/stcse/bibint.html
  • Fetherstonaugh, T., Treagust, D.F. (1992) Students’ understanding of light and its properties: Teaching to engenderconceptual change. Science Education, 76(6), 653–672.
  • Franklin, B.J. (1992) The development, validation and application of a two-tier diagnostic instrument to detectmisconceptions in the areas of force, heat, light and electricity. Unpublished Ph.D. thesis, the Louisiana StateUniversity and Agricultural and Mechanical College.
  • Gopal, H., Kleinsmidt, J., Case, J., Musonge, P. (2004). An investigation of tertiary students’ understanding of evaporation, condensation and vapor pressure. International Journal of Science Education, 26, 1597–1620.
  • Griffard, P.B., Wandersee, J.H. (2001) The two-tier instrument on photosynthesis: what does it diagnose? International Journal of Science Education, 23 (10), 1039–1052.
  • Halloun, H., Hestenes, D. (1985) The initial knowledge state of college physics students. American Journal of Physics, 53, 1043–1055.
  • Haslam, F., Treagust, D.F. (1987) Diagnosing secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21, 203–211.
  • Hestenes, D., Wells, M., Schwackhamer, G. (1992) Force concept inventory. The Physics Teacher, 30, 141–158.
  • Johnson, P. (1998). Children’s understandings of changes of state involving the gas state, part 2: Evaporation and condensation below boiling point. International Journal of Science Education, 20(6), 695–709.
  • Kılıç, D., Sağlam, N. (2009). Development of a two-tier diagnostic test to determine students’ understanding of concepts in genetics. Egitim Arastirmalari- Eurasian Journal of Educational Research, 36, 227-244.
  • Lin, S-W. (2004) Development and application of a two-tier diagnostic test for high school students’ understanding of flowering plant growth and development. International Journal of Science and Mathematics Education, 2, 175–199.
  • Mann, M., Treagust, D.F. (1998) A pencil and paper instrument to diagnose students’ conceptions of breathing, gas exchange and respiration. Australian Science Teachers’ Journal, 44(2), 55–59.
  • Millar, R., V. Hames. (2001) Using diagnostic assessment to improve students’ learning in science: some preliminary findings from work to develop and test diagnostic tools. Paper presented at the Third conference of the European Science education Research Association (ESERA), Thessaloniki, Greece.
  • 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 ScienceTeaching, 32, 45–61.
  • Özmen, H. (2010). Determination of science student teachers’ conceptions about ionization energy Original Research Article Procedia - Social and Behavioral Sciences, 9,1025-1029.
  • Paulus, G. M., Treagust, D.F. (1991) Conceptual difficulties in electricity and magnetism. Journal of Science and Mathematics Education in South East Asia, 14(2), 47–53.
  • Peterson, R.F., Treagust, D.F., Garnett, P. (1989) Development and application of a diagnostic instrument to evaluategrade 11 and 12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26, 301–314.
  • Pinarbasi, T., Canpolat, N. (2003). Students’ Understanding of Solution Chemistry Concepts. Journal of Chemical Education, 80, 1328-1332.
  • Raymond, F.P., Treagust, D.F. (1989). Development and application of a diagnostic instrument to evaluate grade-11 and -12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26, 301-314.
  • Taber, K.S. (2001). Constructing chemical concepts in the classroom: Using research to inform practice. Chemistry Education: Research and Practice in Europe, 2(1), 43–51.
  • Tamir, P. (1989). Some issues related to the use of justifications to multiple-choice answers. Journal of BiologicalEducation, 23(4), 285–292.
  • Tan, D.K-C., Treagust, D.F. (1999) Evaluating students’ understanding of chemical bonding. School Science Review, 81, 75–83.
  • Tan, D.K-C., Treagust, D.F., Goh, N-K., Chia, L-S. (2002) Development and application of a two-tier multiple choice diagnostic instrument to assess high school students’ understanding of inorganic qualitative analysis. Journal of Research in Science Teaching, 39(4), 283–301.
  • Tan, D.K-C., Taber, K.S., Goh, N.K., Chia, L-S. (2005) The ionisation energy diagnostic instrument: a two-tier multiple-choice instrument to determine high school students’ understanding of ionisation energy. Chemical Education Research and Practice, 6(4), 180–197.
  • Treagust, D.F. (1988). The development and use of diagnostic instruments to evaluate students’ misconceptions in science. International Journal of Science Education, 10, 159–169.
  • Treagust, D.F. (2006). Diagnostic assesment in science as a means to improving teaching, learning and retention. Universe proceedings of the assesment in science teaching and learning symposium, The University Sdney, Australia, 28 September, 1-9.
  • Tsai CC., Chou, C. (2002). Diagnosing students’ alternative conceptions in science through a networked two-tier test sysytem. Int. J. Comp. Assisted Learn. 18, 157-165.
  • Tsui, C.Y., Treagust, D. (2009). Evaluating secondary students' scientific reasoning in genetics using a two-tier diagnostic instrument. Int. J. Sci. Educ. iFirst article, 1-26.
  • Tuysuz, C. (2009). Development of two-tier diagnostic instrument and assess students’ understanding in chemistry. Scientific Research and Essay, 4(6), 626-631.
  • Tyson, L., Treagust, D. F., Bucat, D.F. (1999) The complexity of teaching and learning chemical equilibrium. Journal of Chemical Education, 35, 1031– 1055.
  • Wang, J-R. (2004) Development and validation of a two-tier instrument to examine understanding of internal transport in plants and the human circulatory system. International Journal of Science and Mathematics Education, 2, 131–157.
  • Wolf, D., Bixby, J., Glen III, J., Gardner, H. (1991). To use their minds well: Investigating new forms of student assessment. In G. Grant (Ed.) Review of Research in Education. Washington, DC: American Educational Research Association, 31–74.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Editöre Not
Yazarlar

Nurtaç Canpolat Bu kişi benim

Tacettin Pınarbaşı Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 13 Sayı: 1

Kaynak Göster

APA Canpolat, N., & Pınarbaşı, T. (2011). BAZI KİMYA KAVRAMLARINA YÖNELİK İKİ KADEMELİ ÇOKTAN SEÇMELİ BİR TESTİN GELİŞTİRİLMESİ VE UYGULANMASI. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 55-80.