The test of basic Mechanics Conceptual Understanding (bMCU): using Rasch analysis to develop and evaluate an efficient multiple choice test on Newton’s mechanics

Hofer, Sarah; Schumacher, Ralph; Rubin, Herbert J.

doi:10.1186/s40594-017-0080-5

Cited by 20 publications

(17 citation statements)

References 59 publications

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“…Testa et al [19] developed and validated a twotier multiple-choice questionnaire about the change of seasons, solar and lunar eclipses, and moon phases. Hofer et al [24] constructed and evaluated the test of basic Mechanics Conceptual Understanding that is adapted for secondary school students. Planinic et al [14] developed and evaluated a test on graphs in different contexts.…”

Section: Developing Documentation For the Measurement Instrumentmentioning

confidence: 99%

Rasch analysis in physics education research: Why measurement matters

Planinić

Boone

Sušac

et al. 2019

Phys. Rev. Phys. Educ. Res.

112

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This paper is part of the Focused Collection on Quantitative Methods in PER: A Critical Examination.] The Rasch model is a probabilistic model which describes the interaction of persons (test takers or survey respondents) with test or survey items and is governed by two parameters: item difficulty and person ability. Rasch measurement parallels physical measurement processes by constructing and using linear person and item measures that are independent of the particular characteristics of the sample and the test items along a unidimensional construct. The model's properties make it especially suitable for test construction and evaluation as well as the development and use of surveys. The evaluation of item fit with the model can pinpoint problematic items and flag idiosyncratic respondents. The possibility of determining sample-independent item difficulties makes it possible to use the Rasch model for linking tests and tracking students' progression. The use of the Rasch model in PER is continuously increasing. We provide an overview and examples of its use and benefits, and also outline common mistakes or misconceptions made by researchers when considering the use of the Rasch model. We focus in particular on the question of how Rasch modeling can improve some common practices in PER, such as test construction, test evaluation, and calculation of student gain on PER diagnostic instruments.

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Section: Developing Documentation For the Measurement Instrumentmentioning

confidence: 99%

Rasch analysis in physics education research: Why measurement matters

Planinić

Boone

Sušac

et al. 2019

Phys. Rev. Phys. Educ. Res.

112

View full text Add to dashboard Cite

show abstract

“…Those methods are rather time-consuming and not fit for efficient data collection in large groups. More efficient concept tests that are based on single-or multiple-choice questions have been proposed for different STEM contents (Hestenes et al, 1992;Klymkowsky and Garvin-Doxas, 2008;Hofer et al, 2017;Lichtenberger et al, 2017)-but have not been applied to assess higher-level conceptual knowledge up to as far as we know.…”

Section: Assessing Conceptual Knowledge Structuresmentioning

confidence: 99%

Engineering Students' Thinking About Technical Systems: An Ontological Categories Approach

et al. 2020

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This paper aims at identifying ontological categories as higher-order knowledge structures that underlie engineering students' thinking about technical systems. Derived from interviews, these ontological categories include, inter alia, a focus on the behavior, structure, or purpose of a technical system. We designed and administered a paper-based test to assess these ontological categories in a sample of N = 340 first-year students in different engineering disciplines. Based on their activation patterns across ontological categories, students clustered into six different ontological profiles. Study program, gender as well as objective and self-perceived cognitive abilities were associated with differences in jointly activated ontological categories. Additional idiosyncratic influences and experiences, however, seemed to play a more important role. Our results can inform university instruction and support successful co-operation in engineering.

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“…Teachers teach using lecture methods while students record in notebooks (Hidayat & Widjajanti, 2018). Often students find it difficult to understand the theory described by the teacher (Hofer, et al, 2017). The learning media used in the classroom are generally less attractive to students in learning.…”

Section: Introductionmentioning

confidence: 99%

Influence of Interest In Learning and How to Learn on Understanding Concepts: Work and Energy Cases

Hasanati

Purwaningsih

2021

JPSI

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Student who do not have an interest in lessons will find it difficult to achieve optimal success, and the way students learn also affects student learning outcomes. The research aims to determine the effect of interest in learning and how students learn in understanding student concepts. The type of research used is survey research. The research subjects were 60 students of class X Ar-Rohmah Islamic Boarding School Dau Malang. The research instrument was adapted and developed from previous research.The concept understanding instrument was adapted from the Energy Concept Assessment and Energy and Momentum Conceptual survey questions. Data processing using multiple regression analysis. The data analysis technique used multiple regression analysis. The data analysis results show that the value of Fcount = 46,946 Ftable = 4.001, these results indicate that there is an influence on students' interest in learning with concept understanding. Obtained the results of testing how to learn and understanding the concept of Fcount = 55.364 Ftable = 4.001, it can be concluded that there is an influence on student learning and conceptual understanding. Furthermore, the results of testing the effect of student interest in learning and learning methods on concept understanding were obtained Fcount = 40.153 Ftable = 3.150, so that there was an effect of interest in learning and learning methods on understanding the concept of business and energy theory

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The test of basic Mechanics Conceptual Understanding (bMCU): using Rasch analysis to develop and evaluate an efficient multiple choice test on Newton’s mechanics

Cited by 20 publications

References 59 publications

Rasch analysis in physics education research: Why measurement matters

Rasch analysis in physics education research: Why measurement matters

Engineering Students' Thinking About Technical Systems: An Ontological Categories Approach

Influence of Interest In Learning and How to Learn on Understanding Concepts: Work and Energy Cases

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