Developing a multi-tier instrument for chemistry teaching: A challenging exercise

Habiddin, Habiddin; Akbar, Devi Fauziah Kurnia; Aziz, Anne Nailul; Hasan, Hasan; Mustapa, Kasmudin

doi:10.1063/5.0043285

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…Due to those previous instruments' disadvantages, the multi-tier format's diagnostic tool has recently been one of the most frequent instruments applied in science education studies. Our previous study [13] investigated the instrument used in the study involving students' understanding of chemistry and other science disciplines (biology and physics) covered in Indonesian journals. We revealed that multi-tier instruments, particularly four-tier instruments, have been the most accepted instrument and widely applied by Indonesian researchers in identifying students' unscientific understanding.…”

Section: Introductionmentioning

confidence: 99%

The Multi-Tier Instrument in the Area of Chemistry and Science

Habiddin¹,

Nofinadya²

2022

Insights Into Global Engineering Education After the Birth of Industry 5.0

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Knowledge of students’ unscientific understanding before learning a new topic known as students’ preconception or prior knowledge is vital for helping the teacher design a proper teaching strategy. Meanwhile, knowledge of students’ understanding after teaching will provide a way for a teacher to evaluate the effectiveness of his/her teaching. For these reasons, science educators should investigate students’ understanding over time. Studying students’ understanding requires a proper and powerful tool/instrument such as a multi-tier instrument. This paper describes the history of multi-tier instruments initiated by the two-tier and recently became a five-tier instrument, the procedure to develop the instrument, and how to utilize the instrument to identify students’ unscientific understanding. Our recent study describing the development of a four-tier instrument of electrolyte and non-electrolyte solution (FTI-ENES) is presented.

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Section: Introductionmentioning

confidence: 99%