Development of an Online Two-Tier Test on Objects in Static Fluid

Authors

DOI:

https://doi.org/10.47750/pegegog.14.03.34

Keywords:

mental model, two-tier test, external representation, fluid

Abstract

This study aims to develop an online test that can be used to characterize students’ conception of objects in static fluid. The test developed by carried out several stages, namely: modified previous essay test  and formed the Tier-1 of multiple-choice questions with options taken from the findings previous studies; combined the reasons for choosing options in Tryout-1 and the findings of previous studies for forming Tier-2; expert validation process; refinement process, readability test tryout with revisions; data collection  involving 318 pre-service elementary school teachers to characterize the online test based on item response theory; and revised some items. Rasch analysis was implemented to characterized the test and subjects. The developed test consists of 23 items in two-tier covering the context of floating, sinking, and suspending objects. The results of  validation showed that in the development process, the test has very good for item validity. Rasch analysis showed that, overall, the test functioned well with its item reliability is very good category. Some limitations of the test are presented in this paper.

Downloads

Download data is not yet available.

References

Boone, W.J., Satver, J.R., and Yale, M.S. (2014). Rasch Analysis in Human Sciences. Dordrecht: Springer.

Canlas, I. P. (2019). Using visual representations in identifying students’ preconceptions in friction. Research in Science and Technological Education, 39(2), 1–29. DOI: 10.1080/02635143.2019.1660630

Castillo, R. D., Waltzer, T. & Kloos, H. (2017). Hands-on experience can lead to systematic mistakes: A study on adults’ understanding of sinking objects, Cognitive Research: Principles and Implications, 2(1). DOI: 10.1186/s41235-017-0061-8

Chen, C., Bao, L., Fritchman, J. C., & Ma, H. (2021). Causal reasoning in understanding Newton’s third law, Physical review physics education research 17, 010128

Chien, S., Hsiung, C., & Chen, S. (2009). The development of young children’s science- related concept regarding floating and sinking, Asia-Pacific Journal of Research in Early Childhood Education, 3(2), 73–88. http://www.pecerajournal.com/detail/21791.

Djudin, T. (2021). Promoting students’ conceptual change by integrating the 3-2-1 reading technique with refutation text in the physics learning of buoyancy. Journal of Turkish Science Education, 18(2), 290-303. DOI: 10.36681/tused.2021.66.

Gette, C. R., Kryjevskaia, M., Stetzer. M. R., & Heron, P. R. L. (2018). Probing student reasoning approaches through the lens of dual-process theories: A case study in buoyancy, Physical Review Physics Education Research, 14(1), 010113. DOI: 10.1103/PhysRevPhysEducRes. 14.010113.

Gierl, M.J., Bulut, O., Guo, Q., and 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 DOI: 10.3102/0034654317726529.

Havu-Nuutinen, S (2005). Examining young children’s conceptual change processing floating and sinking from a social constructivist perspective, International Journal of Science Education, 27(3), 259–279, 2005. https://doi.org/10.1080/0950069042000243736

Hsin, C.T., & Wu, H.K. (2011). Using Scaffolding Strategies to Promote Young Children’s Scientific Understandings of Floating and Sinking, Journal of Science Education and Technology, 20(5), 656–666. https://doi.org/10.1007/s10956-011-9310-7

Hooda, M. & Devi, A. (2018). Development of Reasoning Ability and Barriers among Students, International Journal of Research in Engineering, IT and Social Sciences, 8(11), 129-131.

Ivanjek, L., Morris, L., Schubatzky, T., Hopf, M., Burde, J., Haagen-schützenhöfer, C., Dopatka, L., Spatz, V., & Wilhelm, T. (2021). Development of a two-tier instrument on simple electric circuits, Physical Review Physics Education Research,17(2),20123. https://doi.org/10.1103/PhysRevPhysEducRes.17.020123

Kafiyani, F., Samsudin, A., & Saepuzaman, D. (2019). Development of four-tier diagnostic test (FTDT) to identify student’s mental models on static fluid, Journal of Physics: Conference Series, 1280(5). DOI: 10.1088/1742-6596/1280/5/052030.

Kaharu, S. N. & Mansyur, J. (2021). The development of a test to explore the students’ mental models and external representation patterns of hanging objects, Pegem Journal of Education and Instruction, 11(4), 110-125. DOI: 10.47750/pegegog.18.4.011

Karmiloff-Smith, A. (1990). Constraints on representational change: Evidence from children's drawing, Cognition, 34(1990), 57-83.

Linacre, J. M. 1994. A User’s Guide to WINSTEPS, https://www .WINSTEPS.com/manuals.html.

Liu, Z., Pan, S., Zhang, X., & Bao, L. (2022). Assessment of knowledge integration in student learning of simple electric circuits, Physical Review Physics Education Research 18, 020102.

Mansyur, J., Werdhiana, I. K., Darsikin, D., Kaharu, S. N., Tadeko, N. (2022a). Students’ mental models about the suspending objects in static fluid, Journal of Turkish Science Education,19(1), 253-283.

Mansyur, J., Werdhiana, I. K., Darsikin, D., Kaharu, S. N., Tadeko, N. (2022b). Students’ external representation patterns of the suspending objects in static fluid, European Journal of Educat ional Research, 11(2), 805-820. DOI: 10.12973/eu-jer.11.2.805.

Minogue, J., Borland, D., Russo, M., Chen, S. T., & Grady, R. (2015). Investigating the influence of haptic technology on upper elementary students’ reasoning about sinking & floating, 2015 Annual International Conference, Chicago.

Minogue, J. & Borland, D. (2016). Investigating students’ ideas about buoyancy and the influence of haptic feedback, Journal of Science Education and Technology, 25,187–202. https://doi.org/10.1007/s10956-015-9585-1.

Planinic,M., Boone, W.J., Susac, A and Ivanjek, L. (2019). Rasch analysis in physics education research: Why measurement matters, Physical Review Physics Education Research, 15, 020111.

Shen, J., Liu, O. L., & Chang, H. Y. (2017). Assessing students’ deep conceptual understanding in physical sciences: an example on sinking and floating, International Journal of Science and Mathematics Education, 15(1), 57–70. https://doi.org/10.1007/s10763-015-9680-z.

Smith, C., Maclin, D., Grosslight, L., & Davis, H. (1997). Teaching for understanding: A study of students’ pre-instruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density, Cognition and Instruction,15(3), 317–393. https://doi.org/10.1207/s1532690xci1503_2

Tao, Y., Oliver, M. C., & Venville, G. J. (2011). Chinese and Australian year 3 children’s conceptual understanding of science: a multiple comparative case study, International Journal of Science Education, 34(6), 879–901. DOI:10.1080/09500693.2011.578679.

Teo, T. W., Yan, Y. K., & Ong, W. L. M. (2017). An investigation of Singapore pre-school children’s emerging concepts of floating and sinking, Pedagogies. DOI: 10.1080/1554480X.2017.1374186.

van Schijndel, T. J. P., van Es, S. E., Franse, R. K., van Bers, B. M. C. W., & Raijmakers, M. E. J. (2018). Children’s mental models of prenatal development. Frontiers in Psychology, 9(1835), 1–13. DOI: 10.3389/fpsyg.2018.01835.

Viyanti, V., Cari, C., Sunarno, W., & Prastyo, Z. K. (2017). The development rubrics skill argued as alternative assessment floating and sinking materials, Journal of Physics: Conference Series, 909(1), 012057. DOI: 10.1088/1742-6596/909/1/012057

Vosniadou, S. & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585. DOI: 10.1016/0010-0285(92)90018-W.

Xiao, Y., Han, J., Koenig, K., Xiong, J., and Bao, L. Multilevel Rasch modeling of two-tier multiple choice test: A case study using Lawson’s classroom test of scientific reasoning, Physical Review Physics Education Research, 14, 020104. DOI: 10.1103/PhysRevPhysEducRes.14.020104.

Yin, Y., Tomita, M. and Shavelson, R. (2008). Diagnosing and dealing with student misconceptions: floating and sinking, Science Scope, 31(8), 34–39.

Downloads

Published

2024-04-05

How to Cite

Kaharu, S. N., Gagaramusu, Y., Azizah, A., Kamisani, N., Tadeko, N., & Mansyur, J. (2024). Development of an Online Two-Tier Test on Objects in Static Fluid. Pegem Journal of Education and Instruction, 14(3), 363–375. https://doi.org/10.47750/pegegog.14.03.34