Development of a Two-Tier Diagnostic Test to Assess Misconceptions about Biology Concepts at Primary School
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Published
Dec 30, 2024
Abstract
Developing tools to identify students’ misconceptions about basic biology concepts is necessary. Therefore, a two-tier diagnostic test was developed to determine such misconceptions in primary school (3rd-4th Grade) students. The test content includes two-tiered multiple-choice questions addressing common misconceptions found in the literature on biology subjects in science education at the primary school level. The test’s validation and reliability pieces of evidence are described through quantitative and qualitative data analysis of data obtained via the survey method. Data was collected from two samples in two stages, including 74 and 363 primary school students, respectively. The first stage has collected qualitative data by two-tier true-false items based on these common misconceptions. This data was analyzed per qualitative content analysis. Based on these findings, two-tier multiple-choice items were developed, and a two-tier diagnostic test was formed. In the second stage, data obtained was used to quantitative analyze the construct validity, internal consistency, and item parameters of the test. The study’s results provided evidence of the validity and reliability of the primary school biology misconceptions diagnostic test (PBMDT), which consists of eight two-tier multiple-choice items.
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Keywords
Biology Education, Primary School Student, Diagnostic Test, Misconceptions
Supporting Agencies
No funding sources declared.
References
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Bühner, M. (2006). Einführung in die Test- und Fragebogenkonstruktion (2nd ed.). Pearson Studium.
Butler, J., Mooney Simmie, G., & O’Grady, A. (2015). An investigation into the prevalence of ecological misconceptions in upper secondary students and implications for pre-service teacher education. European Journal of Teacher Education, 38(3), 300-319. DOI: https://doi.org/10.1080/02619768.2014.943394
Cakiroglu, J., & Boone, J. W. (2002). Preservice elementary teachers’ self-efficacy beliefs and their conceptions of photosynthesis and ınheritance. Journal of Elementary Science Education, 14(1), 1-14.
Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307. DOI: https://doi.org/10.1039/B7RP90006F
Coley, J. D., & Tanner, K. (2015). Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors. Cell Biology Education, 14(1), ar8-ar8. DOI: https://doi.org/10.1187/cbe.14-06-0094
Coley, J. D., & Tanner, K. D. (2012). Common origins of diverse misconceptions: Cognitive principles and the development of biology thinking. CBE Life Sciences Education, 11(3), 209-215. DOI: https://doi.org/10.1187/cbe.12-06-0074
Crocker, L., & Algina, J. (1986). Introduction to Classical and Modern Test Theory. Wadsworth Group- Thomson Learning.
Dimec, S. D., & Strgar, J. (2017). Scientific conceptions of photosynthesis among primary school pupils and student teachers of biology. CEPS Journal, 7(1), 49-68. Available at: http://www.pef.uni-lj.si
Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11(5), 481-490. DOI: https://doi.org/10.1080/0950069890110501
Fisher, K. M. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22(1), 53-62. DOI: https://doi.org/10.1002/tea.3660220105
Fisher, K., & Moody, D. (2002). Student misconceptions in biology. In K. M. Fisher, J. H. Wandersee, & D. Moody (Eds.), Mapping biology knowledge (pp. 55-75). Kluwer Academic Publishers. Available at: http://www.springerlink.com/index/k26666337645vl41.pdf
Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7(3), 286-299. DOI: https://doi.org/10.1037/1040-3590.7.3.286
Fox, R. (2001). Constructivism Examined. Oxford Review of Education, 27(1), 23-35. DOI: https://doi.org/10.1080/3054980020030583
George, D., & Mallery, P. (2022). IBM SPSS Statistics 27 Step by Step A simple guide and reference (7th ed.). Routledge.
Gierl, M. J., Bulut, O., Guo, Q., & Zhang, X. (2017). Developing, analyzing, and using distractors for multiple-choice tests in education : A comprehensive review. Review of Educational Research, 87(6), 1082-1116.
Griffard, P. B., & Wandersee, J. H. (2001). The two-tier instrument on photosynthesis: What does it diagnose? International Journal of Science Education, 23(10), 1039-1052. DOI: https://doi.org/10.1080/09500690110038549
Gündüz, E., Yılmaz, M., & Çimen, O. (2016). The Investigation of the 10th Year Biology Text Book of National Education Ministry (MEB) as Regards to Scientific Concept. Journal of Bayburt Education Faculty, 11(2), 414-430. DOI: https://doi.org/10.17152/gefad.305916
Güngör, B., & Özgür, S. (2009). The Causes of the Fifth Grade Students Misconceptions Originated From Didactic About Digestive System Misconceptions. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(2), 149-177.
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989-1008. DOI: https://doi.org/10.12973/eurasia.2015.1369a
Haladyna, T. M., & Rodriguez, M. C. (2013). Developing and validating test items. Taylor & Francis. DOI: https://doi.org/10.4324/9780203850381
Haslam, F., & Treagust, D. (1987). Diagnosing secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3), 203-211. DOI: https://doi.org/10.1080/00219266.1987.9654897
Hershey, D. R. (2004). Avoid misconceptions when teaching about plants. Available at: https://files.eric.ed.gov/fulltext/ED501356.pdf
Kalas, P., O’Neill, A., Pollock, C., & Birol, G. (2013). Development of a meiosis concept inventory. CBE Life Sciences Education, 12(4), 655-664. DOI: https://doi.org/10.1187/cbe.12-10-0174
Karpudewan, M., Zain, A. N. M., & Chandrasegaran, A. L. (2017). Misconceptions in Science Education: An Overview. In M. Karpudewan, A. L. Chandrasegaran, & A. N. M. Zain (Eds.), Overcoming Students’ Misconceptions in Science (pp. 1-9). Springer. DOI: https://doi.org/10.1007/978-981-10-3437-4
Kilic, D., & Saglam, N. (2009). Development of a two-tier diagnostic test concerning genetics concepts: the study of validity and reliability. Procedia - Social and Behavioral Sciences, 1(1), 2685-2686. DOI: https://doi.org/10.1016/j.sbspro.2009.01.474
Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (Second). The Guilford Press.
Krall, R. M., Lott, K. H., & Wymer, C. L. (2009). Inservice elementary and middle school teachers’ conceptions of photosynthesis and respiration. Journal of Science Teacher Education, 20(1), 41-55. DOI: https://doi.org/10.1007/s10972-008-9117-4
Liampa, V., Malandrakis, G. N., Papadopoulou, P., & Pnevmatikos, D. (2019). Development and evaluation of a three-tier diagnostic test to assess undergraduate primary teachers’ understanding of ecological footprint. Research in Science Education, 49(3), 711-736. DOI: https://doi.org/10.1007/s11165-017-9643-1
Lin, S. W. (2004). Development and application of a two-tier diagnostic test for high school students’ understanding of flowering plant growth and development. International Journal of Science and Mathematics Education, 2(2), 175-199. DOI: https://doi.org/10.1007/s10763-004-6484-y
Loh, A. S. L., Subramaniam, R., & Tan, K. C. D. (2014). Exploring students’ understanding of electrochemical cells using an enhanced two-tier diagnostic instrument. Research in Science and Technological Education, 32(3), 229-250. DOI: https://doi.org/10.1080/02635143.2014.916669
Maskiewicz, A. C., & Lineback, J. E. (2013). Misconceptions are “so yesterday!” CBE Life Sciences Education, 12(3), 352-356. DOI: https://doi.org/10.1187/cbe.13-01-0014
Meir, E., Perry, J., Stal, D., Maruca, S., & Klopfer, E. (2005). How Effective Are Simulated Molecular-level Experiments for Teaching Diffusion and Osmosis? Cell Biology Education, 4(3), 235-248. DOI: https://doi.org/10.1187/cbe.04-09-0049
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2001). Assessing understanding in biology. Journal of Biological Education, 35(3), 118-124. DOI: https://doi.org/10.1080/00219266.2001.9655759
Munson, B. H. (1994). Ecological misconceptions. Journal of Environmental Education, 25(4), 30-34. DOI: https://doi.org/10.1080/00958964.1994.9941962
Nehm, R. H. (2019). Biology education research: building integrative frameworks for teaching and learning about living systems. Disciplinary and Interdisciplinary Science Education Research, 1(1). DOI: https://doi.org/10.1186/s43031-019-0017-6
Odom, A. L., & Barrow, L. H. (1995). Development and application of a two‐tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32(1), 45-61. DOI: https://doi.org/10.1002/tea.3660320106
Ozay, E., & Haydar, O. (2003). Secondary students’ interpretations of photosynthesis and plant nutrition. Journal Of Biological Education, 37(2), 68-70.
Özcan, F., & Bakır, S. (2023). Thematic content analysis of studies concerning misconceptions in science education in Turkey. Sakarya University Journal of Education, 13(2), 257-285. DOI: https://doi.org/10.19126/suje.1254983
Özden, B., & Yenice, N. (2017). “Kuvvet ve Enerji” ünitesine yönelik üç aşamalı kavramsal anlama testi geliştirme çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 432-463. DOI: https://doi.org/10.17522/balikesirnef.373421
Öztap, H., Özay, E., & Öztap, F. (2003). Teaching cell division to secondary school students: an investigation of difficulties experienced by Turkish teachers. Journal of Biological Education, 38(1), 13-15. DOI: https://doi.org/10.1080/00219266.2003.9655890
Parker, J. M., Anderson, C. W., Heidemann, M., Merrill, J., Merritt, B., Richmond, G., & Urban-Lurain, M. (2012). Exploring undergraduates’ understanding of photosynthesis using diagnostic question clusters. CBE Life Sciences Education, 11(1), 47-57. DOI: https://doi.org/10.1187/cbe.11-07-0054
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How to Cite
Taşçi, G. (2024). Development of a Two-Tier Diagnostic Test to Assess Misconceptions about Biology Concepts at Primary School. Science Insights Education Frontiers, 25(2), 4099–4122. https://doi.org/10.15354/sief.24.or652
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