The Thinking-About-Derivative Test for Undergraduate Students: Development and Validation

Aydın, Utkun; Ubuz, Behiye

doi:10.1007/s10763-014-9545-x

Cited by 10 publications

(3 citation statements)

References 42 publications

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“…Adams & Wieman, 2011;Aydın & Ubuz, 2014;Benjamin et al, 2015). Although the item development and validation procedures were based on established guidelines of previous research, this study has proposed a CT assessment framework that may promote the measurement of both domain-specific and domain-general CT skills.…”

Section: Discussionmentioning

confidence: 99%

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

Tiruneh

Cock

Weldeslassie

et al. 2016

Int J of Sci and Math Educ

193

111

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Although the development of critical thinking (CT) is a major goal of science education, adequate emphasis has not been given to the measurement of CT skills in specific science domains such as physics. Recognizing that adequately assessing CT implies the assessment of both domain-specific and domain-general CT skills, this study reports on the development and validation of a test designed to measure students' acquisition of CT skills in electricity and magnetism (CTEM). The CTEM items were designed to mirror the structural components of items identified in an existing standardized domain-general CT test, and targeted content from an introductory Electricity and Magnetism (E&M) course. A preliminary version of the CTEM test was initially piloted on three groups of samples: interviews with physics experts (N = 3), student cognitive interviews (N = 6), and small-scale paper and pencil administration (N = 19). Modifications were made afterwards and the test was administered to a different group of second-year students whose major was mechanical engineering (N = 45). The results showed that the internal consistency (Cronbach's α = .72) and inter-rater reliability (Cohen's kappa = .83) of the CTEM test are acceptable. The findings overall suggest that the CTEM test can be used to measure the acquisition of domain-specific CT skills in E&M, and a good basis for future empirical research that focuses on the integration of CT skills within specific subject matter instruction. A broader CT assessment

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Section: Discussionmentioning

confidence: 99%

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

Tiruneh

Cock

Weldeslassie

et al. 2016

Int J of Sci and Math Educ

193

111

View full text Add to dashboard Cite

show abstract

“…The procedures described in this study to develop and validate the CBECT items are largely in line with the guidelines suggested for the preparation of selected-response and other performance tests (Adams and Wieman 2011, Aydın and Ubuz 2014, Benjamin et al 2017. Further validation research that involves a larger and diverse group of participants should be conducted to additionally support the quantitative data set and associated measures.…”

Section: Discussionmentioning

confidence: 82%

“…Items of CBECT were constructed using regular methods of scale construction (Adams and Wieman 2011, Aydın and Ubuz 2014, Benjamin et al 2017, Clark and Watson 1995. We started with determining the purpose and the content for the CBECT.…”

Section: Development Of the Testmentioning

confidence: 99%

Development of counterintuitive basic electric DC circuits test

Balta¹,

Logman²

2022

Phys. Educ.

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The purpose of this study is to develop a test to assess students’ level of counterintuitiveness in basic electric circuits. Data from four samples were gathered and used to develop and validate the counterintuitive basic electric circuit test (CBECT). The initial version of the CBECT was administered to the first sample and data collected from this sample were used for the pilot study. The aim of the data collected from the second sample was to comb out the items that were not counterintuitive. The data collected from the third sample were used for concurrent validity issues while data from the fourth sample was used for the test-retest reliability analysis. Finally, 26 items that can be used to determine counterintuitive cases in basic electric circuits at the high school level were constructed.

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The meaning landscape of the concept of the total derivative in multivariable real analysis textbooks: an analysis based on a new model of meaning

Lankeit,

Biehler

2024

ZDM Mathematics Education

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In this paper, we propose a novel conceptual framework tailored for modeling the meaning of mathematical concepts in university-level mathematics, addressing their rigorous nature and their relationships with related concepts as well as interpretations in various contexts. Within this framework, we present a model of meaning for the concepts of total differentiability and total derivative that provides a variety of possible interpretations and aspects. We then use the proposed model of meaning as a tool for analyzing three different textbooks for mathematics majors on the topic of multidimensional differentiability. Our paper is an example of a subject matter analysis of a topic in university mathematics carried out in a structured way. The model of meaning for total differentiability presented in this paper could inspire course design and analysis including the design of assignments and assessments for students. Moreover, it could serve as a valuable research tool for further analyses. For example, it could be used as a framework for analyzing courses taught or as a basis for developing a test instrument to assess students’ understanding. With our textbook analysis, we begin to examine the landscape of textbooks regarding differentiability concepts in the multidimensional case, shedding light on the diversity of meaning facets that are covered in the textbooks. These results could be useful for guiding instructors and learners in selecting and using textbooks for teaching and learning based on their respective needs.

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The Thinking-About-Derivative Test for Undergraduate Students: Development and Validation

Cited by 10 publications

References 42 publications

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

Development of counterintuitive basic electric DC circuits test

The meaning landscape of the concept of the total derivative in multivariable real analysis textbooks: an analysis based on a new model of meaning

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