2010
DOI: 10.1080/09500691003709880 View full text |Buy / Rent full text
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Abstract: Tan. The insidious nature of 'hard core' alternative conceptions: Implications for the constructivist research programme of patterns in high school students' and pre-service teachers' thinking about ionisation energy.. AbstractThe present study contributes to the constructivist research programme (RP) into learning science by comparing patterns in responses from two groups of learnerssenior high schools students and pre-service teachers -in the same educational context (Singapore), to a diagnostic instrument … Show more

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“…Within Asian contexts, a growing body of research has explored the use of two-tier items, some entirely multiple choice and others with open-ended components (Taber and Tan 2011;Tan et al 2002;Tsui and Treagust 2009). In the current findings, the data from the LPDI, which were collected in Asian settings (i.e., Singapore and Korea) showed results consistent with the notion that tier-2 reasoning items would be harder than tier-1 knowledge items.…”
Section: Implications For Future Researchmentioning
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“…Within Asian contexts, a growing body of research has explored the use of two-tier items, some entirely multiple choice and others with open-ended components (Taber and Tan 2011;Tan et al 2002;Tsui and Treagust 2009). In the current findings, the data from the LPDI, which were collected in Asian settings (i.e., Singapore and Korea) showed results consistent with the notion that tier-2 reasoning items would be harder than tier-1 knowledge items.…”
Section: Implications For Future Researchmentioning
“…The two tiers in two-tier items act together to uncover students' understanding of core concepts because the student must choose a seemingly "factual" knowledge response for the first tier (Taber and Tan 2011), and then choose for the second tier what reasoning about the concept they used to arrive at the first-tier response. A large body of research across contexts has applied two-tier items to uncover students' understanding of scientific concepts as broad ranging as optics, scientific reasoning, and scientific knowledge integration and in various settings such as the US, UK, Korea, Singapore, and Australia (Chu and Treagust 2009;Johnson and Tymms 2011;Liu et al 2011;Taber and Tan 2011;Tsui and Treagust 2009).Despite the breadth of this prior research, there is still relatively little attention over how best to analyze two-tier responses and uncover how students respond to the two tiers. In particular, through rigorous measurement approaches, it is possible to examine two of the fundamental notions about two-tier items and students' responses: (1) whether the traits assessed by the first and second tiers are distinguishable yet related, and (2) whether the second tier is indeed more difficult than the first tier.…”
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“…Explaining differences in ionisation energy values is an area where pupils and their teachers alike use ACs (Taber & Tan, 2011). The use of these ideas is replicated across continents with little variation between pupils around the world.…”
Section: Sck Of Ionisation Energymentioning