Exploring Effectiveness of Classroom Assessments for Students’ Learning in High School Chemistry     

Izci  Kemal  Muslu  Nilay  Burcks  Shannon M.  Siegel  Marcelle A. 《Research in Science Education》2020,50(5):1885-1916

Research in Science Education - New notions of science teaching and learning provide challenges for designing and using classroom assessment. Existing assessments are not effective in assessing and...  相似文献   

Is DNA Alive? A Study of Conceptual Change Through Targeted Instruction     

Stephen B. Witzig  Sharyn K. Freyermuth  Marcelle A. Siegel  Kemal Izci  J. Chris Pires 《Research in Science Education》2013,43(4):1361-1375

We are involved in a project to incorporate innovative assessments within a reform-based large-lecture biochemistry course for nonmajors. We not only assessed misconceptions but purposefully changed instruction throughout the semester to confront student ideas. Our research questions targeted student conceptions of deoxyribonucleic acid (DNA) along with understanding in what ways classroom discussions/activities influence student conceptions. Data sources included pre-/post-assessments, semi-structured interviews, and student work on exams/assessments. We found that students held misconceptions about the chemical nature of DNA, with 63 % of students claiming that DNA is alive prior to instruction. The chemical nature of DNA is an important fundamental concept in science fields. We confronted this misconception throughout the semester collecting data from several instructional interventions. Case studies of individual students revealed how various instructional strategies/assessments allowed students to construct and demonstrate the scientifically accepted understanding of the chemical nature of DNA. However, the post-assessment exposed that 40 % of students still held misconceptions about DNA, indicating the persistent nature of this misconception. Implications for teaching and learning are discussed.  相似文献   

Online Periodic Table: A Cautionary Note     

Kemal Izci  Lloyd H. Barrow  Erica Thornhill 《Journal of Science Education and Technology》2013,22(4):402-417

The purpose of this study was (a) to evaluate ten online periodic table sources for their accuracy and (b) to compare the types of information and links provided to users. Limited studies have been reported on online periodic table (Diener and Moore 2011; Slocum and Moore in J Chem Educ 86(10):1167, 2009). Chemistry students’ understanding of periodic table is vital for their success in chemistry, and the online periodic table has the potential to advance learners’ understanding of chemical elements and fundamental chemistry concepts (Brito et al. in J Res Sci Teach 42(1):84–111, 2005). The ten sites were compared for accuracy of data with the Handbook of Chemistry and Physics (HCP, Haynes in CRC handbook of chemistry and physics: a ready-reference book of chemical and physical data. CRC Press, Boca Raton 2012). The 10 sites are the most visited periodic table Web sites available. Four different elements, carbon, gold, argon, and plutonium, were selected for comparison, and 11 different attributes for each element were identified for evaluating accuracy. A wide variation of accuracy was found among the 10 periodic table sources. Chemicool was the most accurate information provider with 66.67 % accuracy when compared to the HCP. The 22 types of information including meaning of name and use in industry and society provided by these sites were, also, compared. WebElements, “Chemicool”, “Periodic Table Live”, and “the Photographic Periodic Table of the Elements” were the most information providers, providing 86.36 % of information among the 10 Web sites. “WebElements” provides the most links among the 10 Web sites. It was concluded that if an individual teacher or student desires only raw physical data from element, the Internet might not be the best choice.  相似文献   

Building the BIKE: Development and Testing of the Biotechnology Instrument for Knowledge Elicitation (BIKE)     

Stephen B. Witzig  Carina M. Rebello  Marcelle A. Siegel  Sharyn K. Freyermuth  Kemal Izci  Bruce McClure 《Research in Science Education》2014,44(5):675-698

Identifying students’ conceptual scientific understanding is difficult if the appropriate tools are not available for educators. Concept inventories have become a popular tool to assess student understanding; however, traditionally, they are multiple choice tests. International science education standard documents advocate that assessments should be reform based, contain diverse question types, and should align with instructional approaches. To date, no instrument of this type targeting student conceptions in biotechnology has been developed. We report here the development, testing, and validation of a 35-item Biotechnology Instrument for Knowledge Elicitation (BIKE) that includes a mix of question types. The BIKE was designed to elicit student thinking and a variety of conceptual understandings, as opposed to testing closed-ended responses. The design phase contained nine steps including a literature search for content, student interviews, a pilot test, as well as expert review. Data from 175 students over two semesters, including 16 student interviews and six expert reviewers (professors from six different institutions), were used to validate the instrument. Cronbach’s alpha on the pre/posttest was 0.664 and 0.668, respectively, indicating the BIKE has internal consistency. Cohen’s kappa for inter-rater reliability among the 6,525 total items was 0.684 indicating substantial agreement among scorers. Item analysis demonstrated that the items were challenging, there was discrimination among the individual items, and there was alignment with research-based design principles for construct validity. This study provides a reliable and valid conceptual understanding instrument in the understudied area of biotechnology.  相似文献