Development of an inventory for Alternative Conceptions among students in chemistry

Abstract

A chemistry concept inventory (Chemical Concept Inventory 3.0/CCI 3.0) has been developed for assessing students learning and identifying the alternative conceptions that students may have in general chemistry. The conceptions in question are assumed to be mainly learned in school and to a less degree in student's daily life. The inventory presented here aims at functioning as a tool for adjusting teaching practices in chemistry and is mainly designed for assessing the learning outcome during university general chemistry courses. Used as a pre-test the inventory may also give information about student's starting point when entering university's first year chemistry courses.The inventory also aims at functioning as a tool for adjusting teaching practices in chemistry. It has been administered as a pre-and post-test in general chemistry courses at the Norwegian University of Science and Technology (NTNU), and evaluated using different statistical tests, focusing both on item analysis and the on the entire test. The results indicate that the concept inventory is a reliable and discriminating tool in the present context.

Evaluation of a Chemistry Concept Inventory for general chemistry students at Finnish university

“…The analysis was done separately for both pre-and posttest to see possible differences when using the CCI before or after instruction, and whether the test can be used for both purposes. To obtain comparable results, the analysis methods described below were the same that were used for the CCI 3.0 at NTNU (Eggen et al, 2017).…”

“…The version used in this study, CCI 3.0, is a multiple-choice test with 40 questions, covering the main topics of the first-year university general chemistry courses, including chemical bonding, atomic and molecular structure, intermolecular forces, different chemical equilibria, electrochemistry and thermodynamics. A more detailed listing of the topics can be found in Eggen et al (2017). The test has an estimated completion time of 45 minutes and was previously tested at NTNU as a posttest in a general chemistry course during the 2015 spring semester (Eggen et al, 2017).…”

“…A more detailed listing of the topics can be found in Eggen et al (2017). The test has an estimated completion time of 45 minutes and was previously tested at NTNU as a posttest in a general chemistry course during the 2015 spring semester (Eggen et al, 2017).…”

“…For use in this study, the CCI 3.0 was translated into Finnish and modified into an electronic form on the Moodle learning platform (Moodle.org). The topics of the questions in CCI 3.0 (Eggen et al, 2017) were found to match the contents of the first two autumn semester general chemistry courses at the University of Jyväskylä (JYU), so there was no need to modify the contents of the test (University of Jyväskylä, 2016). The order of the multiple-choice options and the pictures included were equivalent to the test at NTNU.…”

The Effect of Buffer Chemisry Learning Strategies Based on Investigation to Critical Thinking Skills, Metacognition, and Mastery of Concepts of Senior High School Students

“…Problem-solving in the second definition is an important metacognitive activity. Besides, [16] and [1] also stated that investigative learning affects the understanding and mastery of chemical concepts.…”