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Development of a Three-Tier Test as a Valid Diagnostic Tool for Identification of Misconceptions Related to Carbohydrates
16 references·0 citing·45 second hop
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References

  • 1988Development and use of diagnostic tests to evaluate students’ misconceptions in science807 cited
  • 2015A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science434 cited
  • 2007The 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 representation339 cited
  • 2010Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits325 cited
  • 2012A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain305 cited
  • 2009Development and Application of a Three‐Tier Diagnostic Test to Assess Secondary Students’ Understanding of Waves259 cited
  • 1978Junior high school pupils' understanding of the particulate nature of matter: An interview study244 cited
  • 2007Self-confidence and metacognitive processes238 cited
  • 1997Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells214 cited
  • 2000Identification and Analysis of Student Conceptions Used to Solve Chemical Equilibrium Problems203 cited
  • 1997Self-confidence and performance on tests of cognitive abilities177 cited
  • 1986Evaluating students' misconceptions by means of diagnostic multiple choice items140 cited
  • 2014Using Three-Tier Diagnostic Test to Assess Students’ Misconceptions of States of Matter

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131 cited
  • 1987HSC chemistry students' understanding of the structure and properties of molecular and ionic compounds123 cited
  • 2012Development and Assessment of A Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength122 cited
  • 2011Development of a three-tier test to assess high school students’ understanding of acids and bases115 cited
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