An Analysis of Graduate Students’ Conceptual Understanding in Heat and Temperature (H&T) Using Three-Tier Diagnostic Test

Abstract

There have been many studies that investigate H&T misconceptions among students in Indonesia but the respondents are usually limited to senior high school students. This study aims to analyse the conceptual understanding in H&T concepts of Masters of Physics Education students with a focus on identifying their misconceptions.The study employs the survey research design and data were collected using a three-tier diagnostic test. Twelve Masters of Physics Education students who are enrolled in one of the private universities in Yogyakarta City took part in the study. They were selected using the convenient sampling technique. Data on conceptual understanding involve both quantitative and qualitative data. As such, the data was analysed based on the percentage of student response patterns. Results showed that the majority of students (62.5%) have some form of misconceptions about the concepts of H&T and only 22.9% hold the scientifically accepted conceptions. The most common misconception held by the students is that both H&T depend on the material of an object. Other descriptions of conceptual understanding are False Positive (4.2%), False Negative (4.2%), and Lack of Knowledge (6.2%). Interestingly, none of the students made a lucky guess in responding to the test items. We conclude that the pattern in conceptual understanding specifically that of misconceptions are ubiquitous regardless of the level of study. Years of learning have failed to address misconceptions among students even at the graduate level. This result has implications on how learning should be designed to actively resolve the issue of misconceptions among students.

Four-Tier Heat and Temperature Diagnostic Test (4T-HTDT) to Identify Student Misconceptions

“…This finding does not only occur in high school students but also at lower and higher levels of education as previously reported (Baser, 2006;Chu et al, 2012;Eryilmaz, 2010;Gurcay & Gulbas, 2015;Paik et al, 2007;Sukarelawan et al, 2019;Yeo & Zadnik, 2001).…”

“…Identification of student misconceptions using the 4T-HTDT. Items adapted from Sukarelawan et al (Sukarelawan et al, 2019). The number of items used is 4 items.…”

“…Misconceptions also occur at every level of education. For example Elementary School (Anjarsari, 2018;Ramadianti et al, 2019), Junior High School (Ramadianti et al, 2019), Senior High School (Fenditasari et al, 2020Lusiana et al, 2016;Wijaya et al, 2016), Undergraduate (Safriana & Fatmi, 2018;Sholikah et al, 2020) and Postgraduate level (Eryilmaz, 2010;Sukarelawan et al, 2019). Students' misconceptions will impact understanding more complex advanced concepts so that the handling of students who experience misconceptions is essential.…”

Five-Tier Multiple-Choice Diagnostic Test Development: Empirical Evidences to Improve Students’ Science Literacy

“…To achieve a three-tier, an additional layer of Certainty of Response Index (CRI) was proposed to supplement the limitations of the two-tier method. The three-tier test is formed as answer choice plus rationale plus CRI [3][4][5][6][7][8]. Eventually, the three-tier test evolved into a four-tier test.…”

Examination the Knowledge of Student Understanding of Pre-Service Science Teachers on Heat and Temperature

“…However, the research shows that many students at secondary school have difficulty in understanding heat and temperature subjects (Soeharto, Csapo, Sarimanah, Dewi & Sabri, 2019). Moreover, "Heat and Temperature" subjects in science are one of the most difficult subjects for students to learn (Bakirci & Ensari, 2018;Paik, Cho & Go, 2007;Sukarelawan, Jumadi & Rahman, 2019;Taqwa et al, 2019).…”