Fostering Preservice Teachers’ Diagnostic Competence in Identifying Students’ Misconceptions in Physics

Timothy, Venance; Watzka, Bianca; Stadler, Matthias; Girwidz, Raimund; Fischer, Frank

doi:10.1007/s10763-022-10311-4

Cited by 5 publications

(7 citation statements)

References 17 publications

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“…Preservice teachers were trained during a 1-day intensive training workshop; the intervention targeted preservice teachers’ competence in assessing students’ misconceptions in physics (Timothy et al, 2023). The preservice teachers learned how to diagnose students’ misconceptions in mechanics in the first session and in electricity in the second session.…”

Section: Methodsmentioning

confidence: 99%

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Applying Cognitive Load Theory in Teacher Education

Timothy,

Fischer,

Watzka

et al. 2023

Psychological Test Adaptation and Development

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The study investigated the validation of a rating scale to measure cognitive load in science teacher education. The rating scale was used to measure three types of cognitive load in a new learning context with 81 undergraduate students enrolled in a science education program, randomly assigned to three experimental groups: problem-solving, example-based learning, and control groups. The preservice teachers' cognitive load was measured using a rating scale during an intervention to diagnose students' misconceptions in physics. The study also assessed the effect of instructional design on cognitive load. The results showed that the three types of cognitive load can be reliably measured in science teacher education and that instructional designs that create germane cognitive load contribute to the development of preservice teachers' diagnostic competencies. Conversely, designs that create irrelevant cognitive load are detrimental to this development. These findings suggest the importance of considering cognitive load in science teacher education for effective instructional design.

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Section: Methodsmentioning

confidence: 99%

“…The diagnostic competence of preservice teachers was assessed using an objective test that is well-described in the recently published article (Timothy et al, 2023). The test was piloted with a similar sample of preservice teachers from another constituent university college of education.…”

Section: Diagnostic Competencementioning

confidence: 99%

Applying Cognitive Load Theory in Teacher Education

Timothy,

Fischer,

Watzka

et al. 2023

Psychological Test Adaptation and Development

Self Cite

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“…Teachers can detect students' learning difficulties through diagnostic tests (Timothy et al 2023). Diagnostic test execution can also be used as a formative test.…”

Section: Introductionmentioning

confidence: 99%

Development of a Two-Tier Diagnostic Test for The Analysis of Momentum and Impulse Learning Difficulties in Students

Handjoko Permana,

Supriyati,

Muliyati

et al. 2023

jpppf

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This study aimed to develop a formation test that also serves as a diagnostic test. The purpose of this product is to determine students’ learning difficulty levels. We used a two-step multiple-choice assessment tool to develop this diagnostic test. Because two-step multiple-choice tests help teachers identify learning difficulties that arise in students. The research method used is research and development. This test was developed using the Moodle platform and takes the form of a closed multiple-choice test consisting of 20 questions. Media and materials experts validate diagnostic tests. Based on validation, this developed product can be used as a physics learning assessment tool to measure student learning outcomes and learning difficulties. The aspects of media learning expert is usability, navigation, visuals, product, effectiveness, and content. While, the aspects of material expert are compliance with curriculum, construction, and language. We tested high school students and found that 2 of the 20 questions about the concepts of momentum and impulse were mastered and the remaining 18 were at the level of instrumental understanding and misunderstanding. Therefore, teachers should look for strategies to expand students' conceptual knowledge of dynamics and momentum. Thus, the mastery of the student's concept is whole and thorough.

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“…An excellent diagnostic test can provide an accurate picture of the misconceptions experienced by students based on the error information they make (Bayuni, 2018;Maharani, 2019;Qonita & Ermawati, 2020). Good diagnostic questions not only show that students do not understand certain parts of the material but can also show how students think in answering the questions given, even though the answers are not correct (Setiawan, 2020;Sari, 2020;Timothy, 2023). Suppose this statement is linked to three scientific questions.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of The Six Tier Diagnostic Test (STDT) Instrument in Viewed from Empirical Validity to Identify Student's Misconceptions in Chemical Equilibrium Materials

Suyono,

Aini,

Sanjaya

2023

IJORER Int. J. Recent Educ. Res.

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Objective: Students are said to understand the concept comprehensively if they master the concepts from dimensions of ontology, epistemology, and axiology. One of the topics that still needs to be clarified is chemical equilibrium. Therefore, it is necessary to develop instruments to diagnose conceptions about the chemical concepts taught. The STDT is one of the instruments that will be developed by researchers, which contains three scientific questions to identify misconceptions in chemical equilibrium. Method: This development research used the ADDIE model. The instrument's effectiveness refers to the empirical validity after applying the STDT instrument. The effectiveness of the STDT instrument was obtained through the correlation of misconceptions experienced by students with the level of difficulty of the items. The STDT instrument was applied to 86 students. Results: The percentage of students who experienced the highest misconceptions occurred in the chemical equilibrium section of the equilibrium shift due to the influence of a catalyst. In each item of questions, most students need more knowledge or knowledge. The composition of the difficulty of these items should be considered from the start of the instrument's preparation. In the developed STDT instrument, the item difficulty obtained from empirical trials on students did not meet the ideal conditions for the composition of the item difficulty level. Novelty: The resulting instrument for detecting misconceptions. It is a tier diagnostic test that is integrated with three scientific questions.

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Fostering Preservice Teachers’ Diagnostic Competence in Identifying Students’ Misconceptions in Physics

Cited by 5 publications

References 17 publications

Applying Cognitive Load Theory in Teacher Education

Applying Cognitive Load Theory in Teacher Education

Development of a Two-Tier Diagnostic Test for The Analysis of Momentum and Impulse Learning Difficulties in Students

The Effectiveness of The Six Tier Diagnostic Test (STDT) Instrument in Viewed from Empirical Validity to Identify Student's Misconceptions in Chemical Equilibrium Materials

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