Exploring Pre-Service Elementary Science Teachers’ Conceptual Understanding of Particulate Nature of Matter through Three-Tier Diagnostic Test

Abstract

The purpose of this study was to explore Pre-service Elementary Science Teachers" (PSTs) conceptual understanding of Particulate Nature of Matter (PNM) through a three-tier diagnostic test. Participants were 215 PSTs from Turkey. Data consisted of participants" responses to the Particulate Nature of Matter Test (PNMT). The PNMT consists of three-tier items. Students were asked to choose the correct choice in the first tier, and then to justify their choice of the answer provided in the second tier. Finally, they were asked to indicate the confidence level of their responses in the third tier. Results showed that the PSTs were not competent in their understanding of the PNM concepts. Moreover, some had strongly held misconceptions. Finally, the PSTs struggled to provide coherent answers to the items on the PNMT across three tiers.

The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter

“…Papageorgiou, Stamovlasis, and Johnson (2010) reported that primary school teachers held similar misconceptions as their students did before the intervention they used during an in-service training course. Firmly held misconceptions and inadequate understanding about PNM between pre-service elementary science teachers were found by Aydeniz, Bilican, and Kirbulut (2017). These findings are in accordance with the studies conducted by Ramor (1992; as cited in Pitjeng, 2014) and Lutz and Potgieter (2013; as cited in Pitjeng, 2014).…”

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

“…Limitations appearing in two-tier tests encourage researchers to develop three-tier tests that have items to measure the level of confidence in the answers given to each two-tier item question (Aydeniz et al, 2017;Caleon & Subramaniam, 2010a;Eryılmaz, 2010;Sen & Yilmaz , Table 7. Three-Tier Multiple-Choice Tests in Science Assessment 2017; Sugiarti, 2015;.…”

“…Geometrical Optics (Taslidere & Eryilmaz, 2015) Particulate Nature of Matter (Aydeniz et al, 2017) Heat (Irsyad et al, 2018) Kinetic theory of gases (Prastiwi et al, 2018) Newton's Laws of Motion Concept (Sulistri & Lisdawati, 2017) Hydrostatic pressure concept (Wijaya et al, 2016) Astronomy (Korur, 2015) Chemistry Chemical Bonding (Sen & Yilmaz, 2017;Sugiarti, 2015) Carbohydrates (Milenkovic et al, 2016a) Ionic and Covalent Bonds Concepts (Prodjosantoso & Hertina, 2019) Biology Adaptations , habitat, biosphere, ecosystem, food chain and food web, functions of ecosystem, biomass and biodiversity" (Oberoi, 2017) Human Reproduction (Taufiq, et al, 2017) The Human and Plant Transport Systems. (Ainiyah, et al, 2018) In many uses of the three-tier test, researchers developed it by combining various diagnostic methods for misconceptions such as open-ended tests and interviews.…”

“…To sum up, three-tier tests have several advantages, which can determine students misconceptions more accurately because they can distinguish misconceptions and ignorance. Therefore, three-tier tests are considered more valid and reliable in assessing student misperception than simple multiple-choice and two-tier tests (Aydeniz et al, 2017;. However, three-tier tests also have drawbacks because the level of confidence is only used in choices related to reasons so that there may be the overestimation of the proportions of knowledge in the student's answer scoring.…”

Menerokai Faktor Kefahaman Kanak-Kanak Tadika dengan Konsep Elektrik

“…Sebagai contoh, ujian diagnostik yang melibatkan pelbagai peringkat seperti two-tier test, three-tier test dan juga four-tier test. Ujian diagnostik yang digunakan oleh penyelidik dalam menentukan sama ada berlakunya miskonsepsi mempunyai kekuatan dan kelemahan masing-masing (Gurel, Ervilmaz & McDemot, 2015;Soehatro, 2019. Kelebihan penggunaan three-tier test adalah terdapat ruang untuk murid memilih sama ada yakin atau sebaliknya terhadap jawapan yang diberikan (Aydeniz et al, 2017;Taslidere 2016;Soerharto et al 2019). Miskonsepsi dapat dikenal pasti menerusi ujian diagnostik berbentuk three-tier test yang digunakan.…”