High School Students' Understanding of Acid-Base Concepts: An Ongoing Challenge for Teachers

Autor/inn/en	Damanhuri, Muhd Ibrahim Muhamad; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.
Titel	High School Students' Understanding of Acid-Base Concepts: An Ongoing Challenge for Teachers
Quelle	In: International Journal of Environmental and Science Education, 11 (2016) 1, S.9-27 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306 3065
Schlagwörter	Statistical Analysis; Case Studies; Science Tests; Achievement Tests; Secondary School Students; Secondary School Science; Scientific Concepts; Multiple Choice Tests; Foreign Countries; Concept Formation; Chemistry; Pretests Posttests; Instructional Effectiveness; Scores; Malaysia + Suchen Sie Ihr Suchwort? Statistische Analyse; Case study; Fallstudie; Case Study; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Concept learning; Begriffsbildung; Chemie; Unterrichtserfolg
Abstract	Using a quantitative case study design, the "Acids-Bases Chemistry Achievement Test" ("ABCAT") was developed to evaluate the extent to which students in Malaysian secondary schools achieved the intended curriculum on acid-base concepts. Responses were obtained from 260 Form 5 (Grade 11) students from five schools to initially create the two-tier multiple-choice items. After pilot testing, the final version of the "ABCAT" consisting of 19 items, 10 multiple-choice items and nine two-tier multiple-choice items, was administered to 304 students in Form 4 (Grade 10) from seven secondary schools when 12 alternative conceptions were identified by at least 10% of the students. Of these alternative conceptions, three were displayed by less than 15% of students. The two-tier multiple-choice items had a slightly higher internal consistency reliability (Cronbach's alpha) of 0.54 than the multiple-choices items with a value of 0.42. The data from the study suggest that the "ABCAT" has shown the extent to which the teaching has reduced the incidence of students' scientifically inappropriate understandings; for example, in nine of the 19 items, no alternative conceptions were displayed by the students. (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01