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    Comparing Two Types of Diagnostic Items to Evaluate Understanding of Heat and Temperature Concepts

    80857.pdf (949.1Kb)
    Access Status
    Open access
    Authors
    Chu, Hye-Eun
    Chandrasegaran, A.L.
    Treagust, David
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Chu, H.-E. and Chandrasegaran, A.L. and Treagust, D. 2018. Comparing Two Types of Diagnostic Items to Evaluate Understanding of Heat and Temperature Concepts. School Science Review. 99 (368): pp. 107-116.
    Source Title
    School Science Review
    Faculty
    Faculty of Humanities
    School
    School of Education
    Remarks

    © 2018 Association for Science Education. Published in School Science Review.

    URI
    http://hdl.handle.net/20.500.11937/80818
    Collection
    • Curtin Research Publications
    Abstract

    The purpose of this research was to investigate an efficient method to assess year 8 (age 13-14) students' conceptual understanding of heat and temperature concepts. Two different types of instruments were used in this study: Type 1, consisting of multiple-choice items with open-ended justifications; and Type 2, consisting of two-tier multiple-choice items. Each of the instruments was administered to two separate cohorts of 173 and 143 year 8 students of similar achievement. The findings indicated that the students were better able to show their understanding in the two-tier multiple-choice items. Hence, based on this investigation, two-tier multiple-choice items may be more suitable for evaluating year 8 students' understanding of science concepts.

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