ERIC Number: EJ1320709
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2469-9896
EISSN: N/A
Replicating Analyses of Item Response Curves Using Data from the Force and Motion Conceptual Evaluation
Physical Review Physics Education Research, v17 n2 Article 020127 Jul-Dec 2021
Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and Japanese students' relative likelihood to choose certain incorrect responses to some questions. We have used an independent dataset of over 6,500 American students' responses to the FMCE to generate IRCs to test their claims. Converting the IRCs to vectors, we used dot product analysis to compare each response item quantitatively. For most questions, our analyses are consistent with Ishimoto, Davenport, and Wittmann, with some results suggesting more minor differences between American and Japanese students than previously reported. We also highlight the pedagogical advantages of using IRCs to determine the differences in response patterns for different populations to better understand student thinking prior to instruction.
Descriptors: Motion, Physics, Science Instruction, Concept Formation, Scientific Concepts, Decision Making, Item Response Theory, Cross Cultural Studies, North Americans, Asians, Item Analysis, Teaching Methods, Responses, Science Tests, Test Items, Scores, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Identifiers - Location: Japan; United States
Grant or Contract Numbers: DUE1836470