Two-tier Diagnostic Test Research Articles

Development of Two-Tier Diagnostic Test Pictorial-Based for Identifying High School Students Misconceptions on the Mole Concept

The aim of this study was to develop the two-tier pictorial-based diagnostic test for identifying student misconceptions on mole concept. The method of this study is used development and validation. The development of the test Obtained through four phases, development of any items, validation, determination key, and application test. Test was developed in the form of pictorial consisting of two tier, the first tier Consist of four possible answers and the second tier Consist of four possible reasons. Based on the results of content validity of 20 items using the CVR (Content Validity Ratio), a number of 18 items declared valid. Based on the results of the reliability test using SPSS, Obtained 17 items with Cronbach’s Alpha value of 0703, the which means that items have accepted. A total of 10 items was conducted to 35 students of senior high school students who have studied the mole concept on one of the high schools in Cimahi. Based on the results of the application test, student misconceptions were identified in each label concept in mole concept with the percentage of misconceptions on the label concept of mole (60.15%), Avogadro’s number (34.28%), relative atomic mass (62, 84%), relative molecule mass (77.08%), molar mass (68.53%), molar volume of gas (57.11%), molarity (71.32%), chemical equation (82.77%), limiting reactants (91.40%), and molecular formula (77.13%).

Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment

This research explored how different models of Web-based dynamic assessment in remedial teaching improved junior high school student learning achievement and their misconceptions about the topic of ‘Weather and Climate.’ This research adopted a quasi-experimental design. A total of 58 7th graders participated in this research. Participants were divided into the experiment group (28 participants) and the control group (30 participants). The experiment group took the ‘personalized Web-based dynamic assessment’ while the control group took the ‘non-personalized Web-based dynamic assessment.’ The two groups of students received the same lessons via conventional teaching prior to the experiment, and after the lessons were completed, they both took the pre-tests of the achievement test and the two-tier diagnostic test. After the tests, different models of Web-based dynamic assessment were administered to facilitate student learning. Once the Web-based dynamic assessments were accomplished, the two groups of students took the post-tests of the achievement test and the two-tier diagnostic test. Research findings reveal that students in the experiment group experience significantly better improvement in their learning achievement and misconceptions.

UPAYA MENINGKATKAN KETERAMPILAN PROSES SAINS DAN MENGURANGI MISKONSEPSI MELALUI PENERAPAN E-MODULE BERBASIS PROBLEM-BASED LEARNING KELAS X MIA 2 SMA BATIK 1 SURAKARTA

<p>This research aimed to improve the scientific process skills and reduce misconception through the application of E-Module based on Problem-Based Learning in the X MIA 2 graders of SMA Batik 1 Surakarta. This research was a Classroom Action Research consisting of 2 cycles. Each cycle consisted of four stages: planning, acting, observing, and reflecting. The subject of research was the X MIA 2 graders of SMA Batik 1 Surakarta consisting of 42 students. Techniques of collecting data used were multiple choice test and observation to measured scientific process skills, open-ended reasoning of Two-Tier Diagnostic Test to measure misconseption, and interveiw as the proponent data related learning process. The data were analyzed using descriptive qualitative technique consist of three component: data reduction, data presentation, and taking the conclusion. Data validation was carried out using triangulation method. Target of research was 20% to increased scientific process skills and 20% to reduced misconseption at the end of the cycle. The result of research showed that the scientific process skills to able increased through the application of E-Module based on Problem-Based Learning in all aspects: observing of 29.83%, categorizing of 11.73%, predicting of 37.33%, interpreting of 30.71%, measuring of 35.66%, communicating of 32.39%, designing experiment of 30.04%, experimenting of 21.82%, asking question of 23.42%, hypothesizing of 36.73%, and applying concept of 42.58%. On the other side, the result of research also showed that there was a decreased misconception in ecological concept: population of 51.31%, community of 43.73%, ecosystem of 39.36%, and science, environment, technology and community (<em>salingtemas</em>)<em> </em>ecology of 54.33%. The conclusion of this research described that there was an increasing scientific process skills of 28.96% and reducing misconception of 47.18% by used the application of E-Module based on Problem-Based Learning.</p><p> </p><p class="6keyword"><em>Keywords</em> : Scientific Process Skills, Misconception, E-Module based on Problem Based Learning.</p>

EVALUATING OF PRE-SERVICE SCIENCE TEACHERS’ UNDERSTANDING OF GENERAL CHEMISTRY CONCEPTS BY USING TWO TIER DIAGNOSTIC TEST

This research aimed at evaluating pre-service science teachers’ understanding of the subject matters such as “thermochemistry, chemical kinetics, chemical equilibrium, acids and bases and electrochemistry”. For this purpose, a two-tier diagnostic test consisting of 44 items (α = 0.84) related to the aforementioned concepts was developed by the researchers. This test was applied on to the first, second, and third year pre-service science teachers in Hasan Ali Yucel Education Faculty, Istanbul University. The results showed that the pre-service science teachers had alternative conceptions about endothermic-exothermic reactions, conservation of energy, reaction enthalpy, calorimeters; rate of reaction, reaction rate constant, effects of some factors on reaction rate and reaction rate constant; effects of some factors on equilibrium, equilibrium dynamics, Le Chatelier Principle; equivalence point, end point, indicators, buffers, titrations, neutralization, strength and properties of acids and bases, pH; effects of concentrations on cell potential, metal electrodes, localization of anode and cathode, plating, galvanization. Key words: acids and bases, alternative conception, chemical equilibrium, chemical kinetic, electrochemistry, thermochemistry, two tier diagnostic test.

Penerapan E-Module Berbasis Problem-Based Learning untuk Meningkatkan Kemampuan Berpikir Kreatif dan Mengurangi Miskonsepsi pada Materi Ekologi Siswa Kelas X MIPA 3 SMA Negeri 6 Surakarta Tahun Pelajaran 2014/2015

<p class="5abstrak">This research aimed to improve creative thinking ability and to reduce misconception on ecology in the students of X MIPA 3 of SMA Negeri 6 Surakarta in the academic of 2014/2015 through the application of e-module based on Problem-Based Learning. This research was a Classroom Action Research conducted in two cycles. Each cycle consisted of four stages: planning, acting, observing, and reflecting. The subject of research was the X MIPA 3 graders of SMA Negeri 6 Surakarta in the academic of 2014/2015 consisting of 9 boys and 21 girls. Techniques of collecting data used were essay test to measured creative thinking ability, open ended reasoning of two-tier diagnostic test to measure misconception, observation and interview as the proponent data. The data were analyzed using descriptive qualitative technique consists of three components: data reduction, data presentation, and taking the conclusion. Data validation of this research was triangulation method. Target of the research is an increase 20% on creative thinking aspects and decrease misconception 20% on ecology concepts at the end of the cycle. The result of research showed that there was an increase in each aspect of creative thinking ability: 24.68% of fluency, 34.17% of flexibility, 50% of originality, and 21.67% of elaboration. On the other side, the result of research also showed that there was a decrease in misconception in the important concepts of ecology including: 43.42% of population, 32.78% of community, 20.6% of food chain and web, and 47.92% of the ecology concept in science, environment, technology and community (salingtemas). The conclusion of this research described that the application of e-module based on Problem-Based Learning is able to improve the ability of creative thinking and reduce the students’ misconception in ecology.</p>

Effect of Two-tier Diagnostic Tests on Promoting Learners’ Conceptual Understanding of Variables in Conducting Scientific Experiments

Taking a test generally improves the retention of the material tested. This is a phenomenon commonly referred to as testing effect. The present research investigated whether two-tier diagnostic tests promoted student teachers’ conceptual understanding of variables in conducting scientific experiments, which is a scientific process skill. In this study, 97 preservice science teachers were divided into three groups. All three groups took a physics laboratory course during the fall term in which they learned about variables in the course. Each group was engaged in a different learning activity after the physics laboratory course: taking a two-tier diagnostic test, taking a multiple choice test, or studying a lecture summary. The narratives of the participants before and after the learning activities were transcribed into a format of flow maps to assess their conceptual understanding of variables. The results revealed that the two-tier diagnostic test is an effective tool in promoting conceptual understanding of complex concepts about variables in conducting scientific experiments.

Student misconceptions about plant transport – a Sri Lankan example

Students bring with them their own misconceptions to the science classes and it becomes a barrier in developing new concepts. Therefore, identifying misconceptions is an essential component in teaching science. The objective of this study was to identify 10th grade students’ misconceptions on plant transport with the use of two-tier diagnostic test. The development procedure of the two-tier diagnostic test had three steps; (i) defining the content boundaries of the test (ii) collecting information on student misconceptions and (iii) instrument development. Student alternative conceptions were collected after interviewing 25 students and multiple choice questions with free responses being administered to the students. With the use of the date obtained, sixteen (08) two-tier multiple test items were constructed. The first tier examined the content knowledge and the second tier the reasons for the content. The conceptual knowledge examined in the test items were water absorption, mineral salt absorption, transportation of water, transpiration, organic food transportation. The diagnostic test was administered to 180, 10th grade students. It was revealed that students possessed 18 misconceptions. The highest number of misconceptions was recorded in the areas of organic food transportation and the transpiration. The most common misconception was found in the area of organic food transportation.

Development of a Two-tier Diagnostic Test to Assess Undergraduates’ Understanding of Some Chemistry Concepts

Abstract The purpose of this study was to develop a valid and reliable two-tier diagnostic test to assess students’ undergraduates’ understanding of some concepts in the context of undergraduate general chemistry course. For developing this test, firstly, content boundaries, learning objectives and alternative conceptions were identified. The first version of the test with an open ended part was applied on 68 pre-service science teachers, and qualitative analyses were made on open-ended part. According to results, both tiers were made in multiple-choice format. The test was validated by five chemistry educators and test was applied with 151 pre-service science teachers. The final version of the two-tier diagnostic test was consisted of 44 items, reliability coefficient was found to be 0.84.

ASSESSING THE STUDENTS’ UNDERSTANDING RELATED TO MOLECULAR GEOMETRY USING A TWO-TIER DIAGNOSTIC TEST

In this research, the comprehension levels and misconceptions of university students on the subject of molecular geometry were determined via a two-tier diagnostic test consisting of 25 items developed by researchers. It was applied on 110 university students. The reliability and validity tests and item analyses were conducted in relation to the test, and the difficulty and discrimination indices of the items were detected. The reliability coefficient of the test was found to be 0.856 while the mean difficulty value of the test was 0.487. According to the findings obtained from the second tier of the test containing open end questions, the students had a great deal of wrong information and numerous misconceptions in relation to the molecular geometry. Such statements as “atoms move in the resonance structure” and “bond angles of two molecules having a trigonal pyramidal shape cannot be different” are counted among the most important misconceptions determined in the study. Key words: Misconception, molecular geometry, two-tier diagnostic test, university students.

MENTAL MODELS ABOUT SEISMIC EFFECTS: STUDENTS’ PROFILE BASED COMPARATIVE ANALYSIS

Nowadays, meaningful learning takes a central role in science education and is based in mental models that allow the representation of the real world by individuals. Thus, it is essential to analyse the student’s mental models by promoting an easier reconstruction of scientific knowledge, by allowing them to become consistent with the curricular models presented in the classroom. In this context, the study aims to examine, through the application of a diagnostic instrument (Two-Tier Diagnostic Test), what students consider to be the seismic effects on soils and buildings, to analyse and to compare their mental models about some of these issues related to seismology, applying a questionnaire to 52 students from a Portuguese University attending an undergraduate degree in Geology and a master course in Biology and Geology teaching. The analysis of the data allowed concluding that undergraduate students have more inconsistent mental models than master students, mainly concerning the factors which influence the seismic risk, such as hazard and vulnerability, and the soils characteristics which influence the intensity of earthquakes. During their academic formation in the university, teachers present some curricular models to students which allow them to reconstruct their mental models and turn them scientifically consistent, enhancing the educational implications of this study that points to the need for teachers to be aware of the importance of the diagnosis of the students’ mental models and to promote meaningful learning and scientific literacy autonomously and dynamically.

Students’ Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism

The purpose of this study was to understand how students utilized multiple representations to learn and explain science concepts, in this case the human breathing mechanism. The study was conducted with Grade 11 students in a human biology class. Semistructured interviews and a two-tier diagnostic test were administered to evaluate students’ learning strategies of integrating multiple representations. The functions of multiple representations (complementary, constraining, and deeper understanding) suggested by Ainsworth (2008) were adapted as the analytical framework to better describe the participating students’ learning strategies with multiple representations (access complementary information, apply one representation to interpret the other, and evaluate representations). The categorization of students’ learning strategies facilitated interpreting their diverse understanding in relation to the multiple representations. In addition to a summary of students’ learning strategies, three case examples are presented to show how the framework was applied in the analysis and to discuss how the learning strategies interacted with students’ understanding of the multiple representations and of the concept.

Development and application of a two-tier multiple-choice diagnostic test for high school students’ understanding of cell division and reproduction

This study involved the development and application of a two-tier diagnostic test for measuring students’ understanding of cell division and reproduction. The instrument development procedure had three general steps: defining the content boundaries of the test, collecting information on students’ misconceptions, and instrument development. Misconception data were collected from interviews and multiple-choice questions with open response. The data were used to develop fourteen two-tier multiple-choice items. The conceptual knowledge examined was preliminary functions of cell division, basic processes in cell division, mitotic cell cycle and asexual reproduction, the role of meiosis in sexual life cycles, as well as cell types and cell division. The diagnostic instrument was administered to 403 high-school students. The reliability coefficient of the test was 0.81. Difficulty indices ranged from 0.31 to 0.72, and discrimination indices ranged from 0.23 to 0.61. Results of the cell division and reproduction diagnostic test suggested that students did not acquire a satisfactory understanding of cell division and reproduction concepts. The obtained misconceptions and the reasons for them were discussed in the analysis of the items which could inform biology instruction and resource.

Diagnosing Portuguese Students' Misconceptions about the Mineral Concept

Educational researchers and teachers are well aware that misconceptions—erroneous ideas that differ from the scientifically accepted ones—are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become strongly attached to their views and somehow affect subsequent learning. The main scope of this study was to understand what students consider a mineral to be and why. Therefore, the goals were (1) to identify eleventh-grade students' misconceptions about the mineral concept; (2) to understand which variables (gender, parents' education level and attitude towards science) influenced students' conceptions; and (3) to create teaching tools for the prevention of misconceptions. In order to achieve these goals, a diagnostic instrument (DI), constituted of a two-tier diagnostic test and a Science Attitude Questionnaire, was developed to be used with a sample of 89 twelfth-grade students from five schools located in central Portugal. As far as we know, this is the first DI developed for the analysis of misconceptions about the mineral concept. Data analysis allows us to conclude that students had serious difficulties in understanding the mineral concept, having easily formed misconceptions. The variables gender and parents' education level influence certain students' conceptions. This study provides a valuable basis for reflection on teaching and learning strategies, especially on this particular theme.

A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain

This study describes the development and validation of a three-tier multiple-choice diagnostic test, the atmosphere-related environmental problems diagnostic test (AREPDiT), to reveal common misconceptions of global warming (GW), greenhouse effect (GE), ozone layer depletion (OLD), and acid rain (AR). The development of a two-tier diagnostic test procedure as described by Treagust constitutes the framework for this study. To differentiate a lack of knowledge from a misconception, a certainty response index is added as a third tier to each item. Based on propositional knowledge statements, related literature, and the identified misconceptions gathered initially from 157 pre-service teachers, the AREPDiT was constructed and administered to 256 pre-service teachers. The Cronbach alpha reliability coefficient of the pre-service teachers’ scores was estimated to be 0.74. Content and face validations were established by senior experts. A moderate positive correlation between the participants’ both-tiers scores and their certainty scores indicated evidence for construct validity. Therefore, the AREPDiT is a reliable and valid instrument not only to identify pre-service teachers’ misconceptions about GW, GE, OLD, and AR but also to differentiate these misconceptions from lack of knowledge. The results also reveal that a majority of the respondents demonstrated limited understandings about atmosphere-related environmental problems and held six common misconceptions. Future studies could test the AREPDiT as a tool for assessing the misconceptions held by pre-service teachers from different programs as well as in-service teachers and high school students.

The application and evaluation of a two-concept diagnostic instrument with students entering college general chemistry

The Particulate Nature of Matter and Chemical Bonding Diagnostic Instrument (Othman J., Treagust D. F. and Chandrasegaran A. L., (2008), Int. J. Sci. Educ., 30(11), 1531–1550) is used to investigate college students' understanding of two chemistry concepts: particulate nature of matter and chemical bonding. The instrument, originally developed for secondary school students, is a two-tier diagnostic test. In this study, the instrument was given as a paper and pencil test to college students enrolled in General Chemistry I during the second week of class in Spring 2010. General Chemistry I students were divided into three groups for analysis: (A) with preparatory chemistry, (B) repeating general chemistry (without preparatory chemistry); and (C) first time in general chemistry (without preparatory chemistry); Groups B and C are expected to have taken at least one year of secondary school chemistry. However, Group A had little or no exposure to high school chemistry. Regardless of their pathway into the course, students in General Chemistry I are expected to have a fair understanding of the two concepts. Furthermore, students' responses were used to think about the role of a preparatory chemistry course in promoting deep understanding of chemistry concepts. An ANCOVA analysis was performed. Preparatory Chemistry was found to have a statistically significant but small effect on students’ scores after controlling for prior math achievement. Confirmatory factor analysis and reliability studies were performed and are presented here. Analysis also revealed alternative conceptions.

Developing a two-tier diagnostic test to assess arterial blood gases learning by students with different background knowledge in anesthesiology

Objectives: To develop a two-tier diagnostic test in medical education on the analysis of arterial blood gases (ABGs) by students with different background knowledge in anesthesiology, using a concept and knowledge map to determine table of specifications together with an open discussion and a feedback-providing method. Methods: A research and development study in which the developed diagnostic test was assessed for its efficiency by first-year residents, preclinical medical students and nurse anesthetist students who volunteered to join the project. Results: There were four major misconceptions in ABGs: First, they could not clarify the significance and relationship of the symbols. Second, they could not remember the formulas and use them appropriately. Third, they did not understand the analytical steps and lacked knowledge for clinical interpretation. Fourth, they could not apply the logical results as a guideline for patient management. Medical and nurse anesthetist students had problems mainly on the third/fourth misconceptions and partly on the first/second misconceptions. Nevertheless, residents had problems mainly on the fourth misconception and partly on the third misconception. The assessment of criterion-referenced test item difficulty, discrimination and reliability (internal consistency) was 0.59, 0.38 and 0.91 respectively. The item objective congruency (IOC) of the test was equal to 0.88. Conclusions: Using a concept and knowledge map to define the table of specifications in ABGs concepts together with an open discussion and feedback-providing method helped facilitate the scope of developing a two-tier diagnostic more practical test. Teachers can assess misconceptions of students with different background knowledge in a short period of time and have guidelines to improve pedagogy in response to their eagerness for learning.

Teaching diffusion with a coin

DIFFUSION is a key subject in physiology. By means of diffusional processes, substances can be efficiently transferred at short distances. For that reason, it is a very important mechanism of exchange between the cells comprising a plant or an animal and the surrounding compartments with which they interact as well as between the compartments themselves (such as the interstitial and capillary compartments, for example). However, diffusion is too a slow process when matter has to be transported along the large distances found in the bodies of multicellular organisms. Consequently, as organisms became larger, diffusion was no longer capable of providing for all their needs, and convective transport was made necessary. Explaining to undergraduate students why diffusion works so badly at larger distances while at the same time being a process of paramount relevance at the cellular level is not a trouble-free task (4). Although students easily grasp the notion that random processes are capable of giving rise to emergent behavior, such as the net directional movement of molecules, they frequently confound a macroscopic ballistic view of movement with a microscopic diffusive one. It appears to arise from a deep-seated misconception about random processes (2). In the present article, we describe an inexpensive and simple way to make students intuitively experience the probabilistic nature and nonorientated motion of diffusing particles. This understanding allows students to realize why diffusion works so well over short distances and becomes increasingly and rapidly less effective as the distances involved become progressively larger. We believe that this activity is in agreement with the urge for the adoption of teaching approaches that more actively involve the student in the learning process, focus on problem solving, and lead

Web-Based Two-Tier Diagnostic Test and Remedial Learning Experiment

Offering a series of diagnosis and individual remedial learning activities for a general class by means of web and multimedia technology can overcome the dilemma of conventional diagnosis and remedial instruction. The study proposes a three-layer conceptual framework and adopts a two-tier diagnostic test theory to develop a web-based two-tier diagnostic test and remedial learning management system called “the Dr. System.” The study also designs the two-tier diagnostic test items of electro-magnetic concepts and the related multimedia remedial learning materials based on the theory of modular course for the purpose of investigating the remedial learning effects. In addition, the study helps the participants eliminate their misconception through a quasi-experiment at an elementary school in a metropolitan area of northern Taiwan. The results show that the learners of the experimental group who received the treatment under the Dr. System performed significantly better than those who took the traditional remedial class. The study also indicates that the web-based two-tier diagnostic test helps us understand learners’ misconceptions. As a result, it also provides learners useful remedial multimedia materials, which are necessary for them to eliminate their individual misconceptions in the remedial learning process.

Development of a two-tier diagnostic test concerning genetics concepts: the study of validity and reliability

Development of a two-tier diagnostic test concerning genetics concepts: the study of validity and reliability

Relationships among measures of learning orientation, reasoning ability, and conceptual understanding of photosynthesis and respiration in plants for grade 8 males and females

This study investigated the contributions of students’ reasoning ability and meaningful learning orientation to their understanding of the photosynthesis and respiration in plants concepts. Data were gathered through the use of the Test of Logical Thinking (Tobin & Capie, 1981), the Learning Approach Questionnaire (Cavallo, 1996), and the Two-Tier Diagnostic Test (Haslam & Treagust, 1987). These instruments were administered to 117 8th-grade students to determine their reasoning ability, learning orientations, and conceptual understanding. Correlational and regression analyses revealed that both reasoning ability and meaningful learning orientation were related to students’ understanding of photosynthesis and respiration in plants concepts. Reasoning ability explained more of the variance in the test scores as compared to meaningful learning orientation. Moreover, it was found that although reasoning ability was associated with both male and female students’ conceptual understanding, meaningful learning orientation was associated only with female students’ conceptual understanding. Findings of this study highlighted the importance of reasoning ability as well as meaningful learning orientation in students’ understanding of photosynthesis and respiration in plants.