Review of Two-tier Tests in the Studies: Creating a New Pathway for Development of Two-tier Tests

Yıl 2020, Cilt: 7 Sayı: 2, 81 - 98, 30.12.2020

Okan Sıbıç Behiye Akçay Merve Arık

https://doi.org/10.33200/ijcer.747981

Cited By: 1

Öz

One of the diagnostic tests which is very valuable and used in education frequently is two-tier test. Two-tier tests are used for different purposes such as determining misconceptions, determining the comprehension level of students and etc.. Due to the wide and effective uses of two-tier tests, there are different studies in which two-tier tests are developed in science education. The aim of the present study is to review the studies in which two-tier tests are developed and used in different study and sample settings. Additionally, development steps of two-tier tests have been examined in depth. Through this review study, samples and subjects’ areas to whom and which two-tier tests are applied; the style of the two-tier tests and development process of the tests have been examined heedfully. As a result of in-depth examinations of the studies, a new and effective way for developing two-tier tests is proposed at the final phase of the study.

Anahtar Kelimeler

Meta-analysis, Misconception, Science Education, Two-tier Tests

Kaynakça

• Adadan, E., & Savaşçı, F. (2012). An analysis of 16–17-year-old students' understanding of solution chemistry concepts using a two-tier diagnostic instrument. International Journal of Science Education, 34(4), 513-544.
• Akkus, H., Kadayıfçı, H., & Atasoy, B. (2011). Development and application of a two-tier diagnostic test to assess secondary students' understanding of chemical equilibrium concepts. Journal of Baltic Science Education, 10(3).
• AlHarbi, N. N., Treagust, D. F., Chandrasegaran, A. L., & Won, M. (2015). Influence of particle theory conceptions on pre-service science teachers’ understanding of osmosis and diffusion. Journal of Biological Education, 49(3), 232-245.
• Apaydin, Z., & Sürmeli, H. (2006). Üniversite öğrencilerinin doğal seçilim, adaptasyon ve mutasyon ile ilgili görüşleri [University students’ conceptions about natural selectıon, adaptation and mutation]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 22, 31-46.
• Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
• Bair, C. R. (1999, November). Meta-synthesis. In annual meeting of the Association for the Study of Higher Education, San Antonio, TX.
• 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 Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 55-80.
• Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2011). Facilitating high school students' use of multiple representations to describe and explain simple chemical reactions. Teaching Science: The Journal of the Australian Science Teachers Association, 57(4), 13-20.
• Chang, H. P., Chen, J. Y., Guo, C. J., Chen, C. C., Chang, C. Y., Lin, S. H., ... & Chen, C. C. (2007). Investigating primary and secondary students’ learning of physics concepts in Taiwan. International Journal of Science Education, 29(4), 465-482.
• Chang, J. M., Lee, H., & Yen, C. F. (2010). Alternative conceptions about burning held by Atayal indigene students in Taiwan. International journal of science and mathematics education, 8(5), 911-935.
• Cheong, I. P. A., Treagust, D., Kyeleve, I. J., & Oh, P. Y. (2010). Evaluation of students' conceptual understanding of malaria. International Journal of Science Education, 32(18), 2497-2519.
• Cheong, I.P.A., Johari, M., Said, H., & Treagust, D., F. (2015). What do you know about alternative energy? Development and use of a diagnostic insrument for upper secondary school science. International Journal of Science Education, 37(2), 1-27.
• Chiu, M. H. (2007). A national survey of students’ conceptions of chemistry in Taiwan. International Journal of Science Education, 29(4), 421-452.
• Cinici, A., & Demir, Y. (2013). Teaching through cooperative POE tasks: A path to conceptual change. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(1), 1-10.
• Çetin-Dindar, A., & Geban, O. (2011). Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia-Social and Behavioral Sciences, 15, 600-604.
• Dahsah, C., & Coll, R. K. (2008). Thai grade 10 and 11 students’ understanding of stoichiometry and related concepts. International Journal of Science and Mathematics Education, 6(3), 573-600.
• Demirci, N. & Akdemir, E. (2009). Katıların ve sıvıların basıncı konularında öğrencilerin kavrama düzeyleri ve kavram yanılgıları [Students’ conceptual levels and misconceptions about solid and liquid pressure]. Milli Eğitim, 182, 314-330.
• Eymur, G., & Geban, Ö. (2017). The collaboration of cooperative learning and conceptual change: enhancing the students’ understanding of chemical bonding concepts. International journal of science and mathematics education, 15(5), 853-871.
• Haladyna, T. M., & Rodriguez, M. C. (2013). Developing and validating test items. New Jersey, Mahwah: Routledge.
• 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(3), 203-211.
• Kao, H. L. (2007). A study of aboriginal and urban junior high school students’ alternative conceptions on the definition of respiration. International Journal of Science Education, 29(4), 517-533.
• Karataş, Ö. F., Köse, S., & Coştu, B. (2003). Two-stage tests used in determining students’ errors and understanding levels. Pamukkale University Journal of Education, 13 (1), 54-69.
• Lee, S. J. (2007). Exploring students’ understanding concerning batteries—Theories and practices. International Journal of Science Education, 29(4), 497-516.
• Lee, H. S., Liu, O. L., & Linn, M. C. (2011). Validating measurement of knowledge integration in science using multiple-choice and explanation items. Applied Measurement in Education, 24(2), 115-136.
• 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(2), 175-199.
• Liu, X. (2010). Essentials of science classroom assessment. Sage Publications.
• Loh, A. S. L., Subramaniam, R., & Tan, K. C. D. (2014). Exploring students’ understanding of electrochemical cells using an enhanced two-tier diagnostic instrument. Research in Science & Technological Education, 32(3), 229-250.
• Monteiro, A., Nóbrega, C., Abrantes, I., & Gomes, C. (2012). Diagnosing portuguese students' misconceptions about the mineral concept. International Journal of Science Education, 34(17), 2705- 2726.
• Moutinho, S., Moura, R., & Vasconcelos, C. (2016). Mental models about seismic effects: students’ profıle based comparative analysis. International Journal of Science and Mathematics Education, 14(3), 391- 415.
• Mutlu, A., & Şeşen, B. A. (2016). Evaluating of preservice science teachers' understanding of general chemistry concepts by using two tier diagnostic test. Journal of Baltic Science Education, 15(1).
• Nantawanit, N., Panijpan, B., & Ruenwongsa, P. (2012). Promoting students’ conceptual understanding of plant defense responses using the fighting plant learning unit (fplu). International Journal of Science and Mathematics Education, 10(4), 827-864.
• Novak, J. D. (1980). Learning theory applied to the biology classroom. The American biology teacher, 42(5), 280-285.
• 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.
• Ormancı, Ü., & Özcan, S. (2012). The effectiveness of drama method in unit “the systems in our bodies” in science and technology course: using two tier diagnostic test. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED) (Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education), 6(2), 153-182.
• 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.
• Özbayrak, Ö., & Kartal, M. (2012). Ortaöğretim 9. sınıf kimya dersi" bileşikler" ünitesi ile ilgili kavram yanılgılarının iki aşamalı kavramsal anlama testi ile tayini [Determination of misconceptions regarding “compounds’’ chapter in secondary education 9th grade by two-tier conceptual understanding test]. Buca Eğitim Fakültesi Dergisi, 32, 144-156.
• Reeves, T. C., & Okey, J. R. (1996). Alternative assessment for constructivist learning environments. Constructivist learning environments: Case studies in instructional design, 191- 202.
• Sandelowski, M., Docherty, S., & Emden, C. (1997). Qualitative metasynthesis: issues and techniques. Research in Nursing & Health, 20(4), 365-371.
• Sia, D. T., Treagust, D. F., & Chandrasegaran, A. L. (2012). High school students’ proficiency and confidence levels in displaying their understanding of basic electrolysisconcepts. International Journal of Science and Mathematics Education, 10(6), 1325-1345.
• Siswaningsih, W., Firman, H., & Khoirunnisa, A. (2017, February). Development of Two-Tier Diagnostic Test Pictorial-Based for Identifying High School Students Misconceptions on the Mole Concept. In Journal of Physics: Conference Series (Vol. 812, No. 1, p. 012117). IOP Publishing.
• Taber, K. S., & Tan, K. C. D. (2007). Exploring learners’ conceptual resources: Singapore A level students’ explanations in the topic of ionisation energy. International Journal of Science and Mathematics Education, 5(3), 375.
• Tamir, P. (1989). Some issues related to the use of justifications to multiple-choice answers. Journal of Biological Education, 23(4), 285-292.
• Tan, K. C. D., Goh, N. K., Chia, L. S., & Treagust, D. F. (2002). Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(4), 283-301.
• Tan, Ş. (2009). Öğretimde ölçme ve değerlendirme KPSS el kitabı (3. baskı) [Measurment and evaluation in teaching: KPSS handbook (3rd ed)]. Ankara: Pegem Akademi Yayıncılık.
• Tan, Ş., Kayabaşı, Y., & Erdoğan, A. (2002). Planning and evaluation of teaching. Ankara: Anı Yayıncılık.
• Treagust, D. F. (1985). Diagnostıc tests to evaluate student misconceptions in science. Science Education Association of Western Australia: Western Australian College of Advanced Education, Perth, October 1984, 17.
• 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.
• Treagust, D. F. (1995). Diagnostic assessment of students’ science knowledge. Learning science in the schools: Research reforming practice, 1, 327-436.
• Treagust, D. F., Chandrasegaran, A. L., Crowley, J., Yung, B. H., Cheong, I. P. A., & Othman, J. (2010). Evaluating students’ understanding of kinetic particle theory concepts relating to the states of matter, changes of state and diffusion: a cross- national study. International Journal of Science and Mathematics Education, 8(1), 141-164.
• Treagust, D. F., & Mann, M. (1998). A pencil and paper instrument to diagnose students’ conceptions of breathing, gas exchange and respiration. Australian Science Teachers Journal, 44(2), 55-59
• Tsai, C. H., Chen, H. Y., Chou, C. Y., & Lain, K. D. (2007). Current as the key concept of Taiwanese students’ understandings of electric circuits. International Journal of Science Education, 29(4), 483- 496.
• Tsui, C. Y., & Treagust, D. (2010). Evaluating secondary students’ scientific reasoning in genetics using a two‐tier diagnostic instrument. International Journal of Science Education, 32(8), 1073-1098.
• Uyulgan, M. A., Akkuzu, N., & Alpat, Ş. (2014). Assessing the students' understanding related to molecular geometry using a two-tier diagnostic test. Journal of Baltic Science Education, 13(6).
• Vitharana, P. R. K. A. (2015). Student Misconceptions about Plant Transport--A Sri Lankan Example. European Journal of Science and Mathematics Education, 3(3), 275-288.
• Voska, K. W., & Heikkinen, H. W. (2000). Identification and analysis of student conceptions used to solve chemical equilibrium problems. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(2), 160-176.
• Walsh, D., & Downe, S. (2005). Meta‐synthesis method for qualitative research: a literature review. Journal of advanced nursing, 50(2), 204-211.
• 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(2), 131-157.
• Wang, J. R. (2007). Students’ thinking and alternative conceptions of transport systems in plants: a follow-up study. International Journal of Science and Mathematics Education, 5(2), 307-328.
• Yen, C. F., Yao, T. W., & Chiu, Y. C. (2004). Alternative conceptions in animal classification focusing on amphibians and reptiles: A cross-age study. International Journal of Science and Mathematics Education, 2(2), 159-174.
• Yen, C. F., Yao, T. W., & Mintzes, J. J. (2007). Taiwanese students’ alternative conceptions of animal biodiversity. International Journal of Science Education, 29(4), 535-553.
• Yıldırım, C. (1999). Eğitimde ölçme ve değerlendirme [Measurment and evaluation in education]. Ankara: ÖSYM Eğitim Yayınları.