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ERIC Number: EJ1071291
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0895-7347
Effect of Two-Tier Diagnostic Tests on Promoting Learners' Conceptual Understanding of Variables in Conducting Scientific Experiments
Çil, Emine
Applied Measurement in Education, v28 n4 p253-273 2015
Taking a test generally improves the retention of the material tested. This is a phenomenon commonly referred to as testing effect. The present research investigated whether two-tier diagnostic tests promoted student teachers' conceptual understanding of variables in conducting scientific experiments, which is a scientific process skill. In this study, 97 preservice science teachers were divided into three groups. All three groups took a physics laboratory course during the fall term in which they learned about variables in the course. Each group was engaged in a different learning activity after the physics laboratory course: taking a two-tier diagnostic test, taking a multiple choice test, or studying a lecture summary. The narratives of the participants before and after the learning activities were transcribed into a format of "flow maps" to assess their conceptual understanding of variables. The results revealed that the two-tier diagnostic test is an effective tool in promoting conceptual understanding of complex concepts about variables in conducting scientific experiments.
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Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A