Diagnosing students' alternative conceptions in science

Chin‐Chung Tsai · Chien Chou

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Science Education and Pedagogy Intelligent Tutoring Systems and Adaptive Learning Educational Technology and Assessment

Abstract

Abstract This study described an attempt to develop a networked two‐tier test system. A two‐tier test is a two‐level multiple‐choice question that diagnoses students' alternative conceptions in science. Three networked, two‐tier test items were presented in this study. Students in Taiwan (555 14 year olds and 599 16 year olds) were asked to answer these items online. An analysis of students' answers suggested that students' alternative conceptions might be retained even after formal instruction about relevant conceptions. Moreover, their responses were related across these three two‐tier test items. Further development of the two‐tier test system will mainly focus on designing appropriate feedback and guidance that help students overcome their alternative conceptions. In this way, the networked two‐tier test system is not only a diagnostic tool, but also an effective instructional tool. This study has illuminated some innovative thoughts for the research and practice of science education.

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References

1984Learning How to Learn 1995Handbook of research on science teaching and learning 1985Children's ideas in science 1978Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students 1986A Constructivist Approach to Curriculum Development in Science 1988Development and use of diagnostic tests to evaluate students’ misconceptions in science 1996Problems and issues in the use of concept maps in science assessment 1995Development and application of a two‐tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction

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