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1.
Croatian 1st‐year and 3rd‐year high‐school students (N = 170) completed a conceptual physics test. Students were evaluated with regard to two physics topics: Newtonian dynamics and simple DC circuits. Students answered test items and also indicated their confidence in each answer. Rasch analysis facilitated the calculation of three linear measures: (a) an item‐difficulty measure based upon all responses, (b) an item‐confidence measure based upon correct student answers, and (c) an item‐confidence measure based upon incorrect student answers. Comparisons were made with regard to item difficulty and item confidence. The results suggest that Newtonian dynamics is a topic with stronger students' alternative conceptions than the topic of DC circuits, which is characterized by much lower students' confidence on both correct and incorrect answers. A systematic and significant difference between mean student confidence on Newtonian dynamics and DC circuits items was found in both student groups. Findings suggest some steps for physics instruction in Croatia as well as areas of further research for those in science education interested in additional techniques of exploring alternative conceptions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 150–171, 2006 相似文献
2.
LaKeisha M. McClary 《International Journal of Science Education》2013,35(15):2317-2341
The central goal of this study was to create a new diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength. Twenty years of research on secondary and college students’ conceptions about acids and bases has shown that these important concepts are difficult for students to apply to qualitative problem solving. Yet, few published studies document how students’ prior knowledge of acids influences their understanding of acid strength in organic chemistry contexts. We developed a nine-item multiple-tier, multiple-choice concept inventory to identify alternative conceptions that organic chemistry students hold about acid strength, to determine the prevalence of these conceptions, and to determine how strongly these conceptions bias student reasoning. We identified two significant alternative conceptions that organic chemistry students hold about acid strength. Students who answered items incorrectly were more confident about their answers than peers who answered items correctly, suggesting that after one semester of organic chemistry, students do not know what they do not know. Implications for the teaching of acid strength are discussed. 相似文献
3.
This study explores general‐chemistry instructors' awareness of and ability to identify and address common student learning obstacles in chemical equilibrium. Reported instructor strategies directed at remediating student alternate conceptions were investigated and compared with successful, literature‐based conceptual change methods. Fifty‐two volunteer general chemistry instructors from 50 U.S. colleges and universities completed an interactive web‐based instrument consisting of open‐ended questions, a rating scale, classroom scenarios, and a demographic form. Survey respondents who provided responses or described remediation strategies requiring further clarification were identified (n = 6); these respondents amplified their views in separate, researcher‐led semistructured phone interviews. All 52 responding chemistry instructors reported and identified common student areas of difficulty in chemical equilibrium. They reported employing a variety of strategies to address and attempt to remediate students' alternate conceptions; however, these self‐reported strategies rarely included all four necessary conditions specified by Posner, Strike, Hewson, and Gertzog (Science Education, 66, 211–217, 1982) to stimulate conceptual change. Instructor‐identified student alternate conceptions were congruent with literature‐reported alternate conceptions of chemical equilibrium, thus providing validation support for these compilations. Implications for teaching and further research are also highlighted. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1112–1134, 2005 相似文献
4.
The present paper discusses the conceptual demands of an apparently straightforward task set to secondary‐level students—completing chemical word equations with a single omitted term. Chemical equations are of considerable importance in chemistry, and school students are expected to learn to be able to write and interpret them. However, it is recognised that many students find them challenging. The present paper explores students’ accounts of their attempts to identify the missing terms, to illuminate why working with chemical word equations is so challenging from the learner’s perspective. Three hundred secondary‐age students responded to a five‐item exercise based on chemicals and types of reactions commonly met at school level. For each item they were asked to identify the missing term in a word equation, and to explain their answers. This provided a database containing more than 1,000 student accounts of their rationales. Analysis of the data led to the identification of seven main classes of strategy used to answer the questions. Most approaches required the coordination of chemical knowledge at several different levels for a successful outcome; and there was much evidence both for correct answers based on flawed chemical thinking, and appropriate chemical thinking being insufficient to lead to the correct answer. It is suggested that the model reported here should be tested by more in‐depth methods, but could help chemistry teachers appreciate learners’ difficulties and offer them explicit support in selection and application of strategies when working with chemical equations. 相似文献
5.
An investigation of tertiary students' understanding of evaporation,condensation and vapour pressure
Jacques Kleinsmidt Jennifer Case Paul Musonge 《International Journal of Science Education》2013,35(13):1597-1620
Based on a purposive sample of 15 second‐year chemical engineering students, this study investigates students' conceptions of evaporation, condensation and vapour pressure. During individual interviews the students were questioned on three tasks that had been designed around these topics. Qualitative analysis of student responses showed a range of conceptions in each area, including some misconceptions. A key underlying misconception was the belief that evaporation and condensation require a temperature gradient in order to take place. Many students changed their initial (incorrect) answers when presented with further physical evidence as the interview progressed. The study points to the importance not only of practical work, but of associated conceptual discussions that allow students to reflect on and refine their conceptions. 相似文献
6.
Muammer ?alik Alipa?a Ayas Richard K. Coll 《Journal of Science Education and Technology》2010,19(1):32-48
This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution
chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting
of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon,
Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative
data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within
the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not
completely eliminate student alternative conceptions for solution chemistry. 相似文献
7.
Hour-long structured interviews were conducted with 16 volunteer students from four undergraduate physical chemistry classes. Many student alternative conceptions and nonconceptions were expressed about important material covering equilibrium and thermodynamics. Twenty-nine of these were prevalent (present in >25% of the students.) The student conceptions expressed in their interviews were compared with those expressed by experts in textbooks and rated using a 6-point rubric. These ratings were averaged into a rating in each of four subjects and an overall rating. Correlation indices were computed. The “quality of student conception” rating was best predicted by an aggregated t score for the results on instructor-designed in-class exams. This result indicates that instructor's exams and grades do in fact demonstrate the level of a student's understanding of this course material. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1151–1160, 1998. 相似文献
8.
Muammer Çalik Alipaşa Ayas Richard Kevin Coll 《International Journal of Science and Mathematics Education》2007,5(1):1-28
This paper reports on the use of a constructivist-based pedagogy to enhance understanding of some features of solution chemistry.
Pre-service science teacher trainees' prior knowledge about the dissolution of salts and sugar in water were elicited by the
use of a simple diagnostic tool. The test revealed widespread alternative conceptions. These evaluation data were used to
produce two segments of ‘conceptual change text’: concise summaries that present alternative and scientific conceptualizations
for the concepts under study. The texts were administered to 21 pre-service elementary trainee teachers whose understandings
of number of conceptions were subsequently re-evaluated employing a pre-test post-test approach in which their answers and
reasons for their answers were solicited. The findings suggest that these pre-service elementary trainees' alternative conceptions
are changed to become more in accord with the scientific view, with more participants providing correct answers along with
correct reasons than before the intervention. This work suggests that the use of conceptual change text may provide a simple
and cost and resource-effective way to aid conceptual understanding for the dissolution of ionic solids in water including
the effect of solute surface on the dissolution process. 相似文献
9.
Natural selection as a mechanism of evolution is a central concept in biology; yet, most nonbiology‐majors do not thoroughly understand the theory even after instruction. Many alternative conceptions on this topic have been identified, indicating that the job of the instructor is a difficult one. This article presents a new diagnostic test to assess students' understanding of natural selection. The test items are based on actual scientific studies of natural selection, whereas previous tests have employed hypothetical situations that were often misleading or oversimplified. The Conceptual Inventory of Natural Selection (CINS) is a 20‐item multiple choice test that employs common alternative conceptions as distractors. An original 12‐item version of the test was field‐tested with 170 nonmajors in 6 classes and 43 biology majors in 1 class at 3 community colleges. The test scores of one subset of nonmajors (n = 7) were compared with the students' performances in semistructured interviews. There was a positive correlation between the test scores and the interview scores. The current 20‐item version of the CINS was field‐tested with 206 students in a nonmajors' general biology course. The face validity, internal validity, reliability, and readability of the CINS are discussed. Results indicate that the CINS will be a valuable tool for instructors. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 952–978, 2002 相似文献
10.
Submicrorepresentations (SMR) could be an important element, not only for explaining the experimental observations to students,
but also in the process of evaluating students’ knowledge and identifying their chemical misconceptions. This study investigated
the level of students’ understanding of the solution concentration and the process of dissolving ionic and molecular crystals
at particulate level, and identifies possible misconceptions about this process. Altogether 408 secondary school students
(average age 16.3) participated in the study. The test of chemical knowledge was applied and the analysis of four selected
problems related to drawing SMRs in solution chemistry is presented. Selected students were also interviewed in order to gain
more detailed data about their way of solving problems comprised in the knowledge test. The average achievement on solution
chemistry items was only 43%. It can be concluded from the results that students have different misconceptions about arrangements
of solute particles in the solution and presentation of its concentration at particulate level. Students show quite low achievement
scores on the problem regarding drawing the SMR of ionic substance aqueous solution (7.6% correct answers) and even lower
ones on the problem regarding drawing the SMR of diluted and saturated aqueous solutions of molecular crystal (no completely
correct answers). It can be also concluded that many different misconceptions concerning the particulate level of basic solution
chemistry concepts can be identified. In the conclusion some implications for teaching to reach a higher level of understanding
of solution chemistry are proposed. 相似文献
11.
William L. Yarroch 《科学教学研究杂志》1991,28(7):619-629
The use of content validity as the primary assurance of the measurement accuracy for science assessment examinations is questioned. An alternative accuracy measure, item validity, is proposed. Item validity is based on research using qualitative comparisons between (a) student answers to objective items on the examination, (b) clinical interviews with examinees designed to ascertain their knowledge and understanding of the objective examination items, and (c) student answers to essay examination items prepared as an equivalent to the objective examination items. Calculations of item validity are used to show that selected objective items from the science assessment examination overestimated the actual student understanding of science content. Overestimation occurs when a student correctly answers an examination item, but for a reason other than that needed for an understanding of the content in question. There was little evidence that students incorrectly answered the items studied for the wrong reason, resulting in underestimation of the students' knowledge. The equivalent essay items were found to limit the amount of mismeasurement of the students' knowledge. Specific examples are cited and general suggestions are made on how to improve the measurement accuracy of objective examinations. 相似文献
12.
Jonathan P. Pinder 《Decision Sciences Journal of Innovative Education》2013,11(3):221-232
Recent developments in agent‐based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent‐based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent‐based modeling by solving a knapsack optimization problem. For the activity, students act as naïve agents by using dice to randomly selecting items for a finite capacity knapsack to maximize the value of the knapsack. Students then design a greedy heuristic to skew the probability of selection item. These pencil‐and‐paper models are then implemented in a spreadsheet model to demonstrate the effects of altering the agents’ behavior. Finally, a binary integer programming model is examined to contrast agent‐based modeling with traditional mathematical programming formulations. This exercise is innovative because it combines student engagement via active learning with an innovative, individual‐based, modeling methodology. 相似文献
13.
Haluk Özmen GÖkhan DemİrcİoĞlu Richard K. Coll 《International Journal of Science and Mathematics Education》2009,7(1):1-24
The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined
with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth
grade students’ from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry.
In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group
(N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest
research design using a purpose-designed instrument, the Concept Achievement Test (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified
in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord
with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of
0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional
groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews
conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in
the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps
student link concepts, and reduces their alternative conceptions. 相似文献
14.
The aim of the present study is to shed light on the conceptions that young students have of heat and temperature, concepts that are both important in school science curricula and closely related to daily life. The subjects of the study were students from a rural district in South Korea and they ranged in age from 4 to 11 years. Interviews were conducted with each student on the basis of questions on temperature, thermal insulation, and heat equilibrium. After calculating the frequency and percentage of student responses and analyzing the rationale for their answers, it was found that younger students tended to view temperature as “size” or a “summation of numbers.” This tendency gradually diminished in older students. Most students had alternative conceptions of thermal insulation regardless of age; however, reasoning differed according to age. Younger students displayed a greater tendency to view insulation as a material property, whereas older students showed a greater tendency toward rational heat and temperature conceptions. Most students did not have clear concepts of heat equilibrium regardless of age, but possessed numerous alternative conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 284–302, 2007 相似文献
15.
To enhance the learning outcomes achieved by students, learners undertook a computer‐simulated activity based on an acid–base titration prior to a university‐level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant teachers were used as indicators of cognitive focus. During the interviews, students' frequency and level of “spontaneous” use of chemical knowledge served as an indicator of knowledge usability. Results suggest that the simulation influenced students toward posing more theoretical questions during their laboratory work and, regardless of attitudes, exhibiting a more complex, correct use of chemistry knowledge in their interviews. A more relativistic student attitude toward learning was positively correlated with interview performance in both the control and treatment groups. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1108–1133, 2007 相似文献
16.
This article explores the effectiveness of intervention discussion sections for a college general chemistry course designed to apply research on student preconceptions, knowledge integration, and student explanation. Two interventions, on bond energy and spontaneity, were tested and intervention student performance was compared with that of a control group that did not use the experimental pedagogy. Results indicate that this instruction, which identifies students' initial conceptions and integrates those ideas into class discussion, leads to enhanced conceptual understanding. The intervention group outperformed the control group on a written course midterm, the thermodynamics portion of a standardized American Chemical Society examination, and an in‐depth interview. In interviews, the intervention group students explained the energetics of bond breaking and formation at a more sophisticated level than did the control students. In contrast, control students were more tenuous in their thinking, tended to contradict themselves more when discussing bond energy, and harbored more misconceptions about spontaneity. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 464–496, 2002 相似文献
17.
18.
We present a view of knowledge construction processes, focusing on partially correct constructs. Motivated by unexpected and
seemingly inconsistent quantitative data based on the written reports of students working on an elementary probability task,
we analyze in detail the knowledge construction processes of a representative student. We show how the nested epistemic actions
model for abstraction in context facilitates following the emergence of a learner’s partially correct constructs (PaCCs).
These PaCCs provide added insight into processes of knowledge construction. They are also used in order to analyze and explain
students’ thinking in situations where some of the students’ answers were unexpected in light of their earlier answers or
inconsistent with earlier answers. In particular, PaCCs are explanatory tools for correct answers based on (partially) faulty
knowledge and for wrong answers based on largely correct knowledge. 相似文献
19.
Gavin T. L. Brown 《Assessment in Education: Principles, Policy & Practice》2004,11(3):301-318
Teachers' conceptions of assessment can be understood in terms of their agreement or disagreement with four purposes to which assessment may be put, specifically, (a) improvement of teaching and learning, (b) school accountability, (c) student accountability, or (d) treating assessment as irrelevant. A 50‐item Teachers' Conceptions of Assessment (COA‐III) questionnaire was completed by New Zealand primary school teachers and managers (n=525). The COA‐III, based on the four main purpose‐defined conceptions of assessment, was analysed with structural equation modelling and showed a close fit of the data to a hierarchical, multi‐dimensional model (χ2=3217.68; df=1162; RMSEA=.058; TLI=.967). On average, participants agreed with the improvement conceptions and the school accountability conception, while rejecting the view that assessment was irrelevant. However, respondents disagreed that assessment was for student accountability. Improvement, school, and student accountability conceptions were positively correlated. The irrelevance conception was inversely related to the improvement conception and not related to the system accountability conception. Surprisingly, no statistically significant differences were found in mean scale scores for each conception regardless of teacher (age, gender, role, assessment training, or assessment practices) or school (size, location, or socio‐economic status) variables. Implications for the use of the COA‐III for policy implementation and teacher professional development are discussed. 相似文献
20.
Summaries English The diagnosis of pupils’ misconceptions and the identification of reasons for such misconceptions must be considered the prerequisite for helping the pupils to develop correct scientific conceptions. In the present study, an attempt was made to investigate student teachers’ competency to diagnose pupils’ answers for possible misconceptions. It was found that student teachers are, by and large, not capable of making appropriate diagnoses of misconceptions. In view of this, it is suggested that in science teacher‐training programmes specific training activities be included which are designed to develop the desired diagnostic competence. 相似文献