The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding

Chang, Chun‐Yen; Yeh, Ting Kuang; Barufaldi, James P.

doi:10.1080/09500690802650055

Cited by 37 publications

(26 citation statements)

References 38 publications

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“…A number of studies have indicated that multiple-choice questions have certain limitations and drawbacks in that they do not provide deep insights into the conceptual understanding of students (Rollnick & Mahooana, 1999). For example, it is very difficult to develop multiple-choice test items that assess higher cognitive skills (Chang, Yeh, & Barufaldi, 2010;Miller, 1988). However, higher-level learning, such as integration, reasoning, and problem-solving abilities, is highly dependent on domainspecific prior knowledge (Chen et al, 2006;Scheiter et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction

Yeh

Tseng

Cho

et al. 2012

International Journal of Science Education

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The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the 'Principles of Earthquakes.' Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback.(2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction

Yeh

Tseng

Cho

et al. 2012

International Journal of Science Education

Self Cite

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“…In contrast, open-ended questions that elicit constructed responses and give students a higher degree of freedom in reasoning may be a better foundation to evaluate higher-order thinking (Chang, & Barufaldi, 2010;Ilhan, Sozbilir, Sekerci, & Yildirim, 2015;Wang, Chang, & Li, 2008;Yeh et al, 2012). Many studies also note that it is difficult to develop multiple-choice test items to assess higher cognitive skills Hsiao et al, 2014;Wang et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Integrating Computer-based Concept Mapping for Physics Learning in Junior High School

Chang

Yeh²,

Shih

2016

EURASIA J MATH SCI T

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It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction. A total of 61 9th-grade students participated in this study. By using a quasiexperimental research approach, 31 students were assigned to a group that received computer-based concept mapping assisting instruction (CBCM), and 30 students were assigned to a constructive activities group that received "Work, Power, and Energy Curriculum" instruction without concept mapping assistance (NCM). Both groups participated for eight weeks, with four sessions per week and 45 minutes per session. A pre test-post test control group design was employed. The findings revealed that the CBCM group students scored higher than the NCM group students on the cognition understanding and higher order thinking subtests. No significant differences were found in the conception memorization subtest. In the retention test, the students in the CBCM group outperformed the students in the NCM group on all subtests. The results of the current study revealed that concept mapping activities effectively promote higher order thinking and knowledge retention.

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“…Researchers can develop test items with good deception based on student answer choices. Therefore, Tarman & Kuran (2015) suggested combining interview and multiple-choice test as an ideal instrument to identify students' understanding in the assessment process Moreover, Bassett (2016) and Chang et al (2010) affirmed that multiple-choice tests have various weaknesses as follows: (1) guessing can cause errors on variances and break down reliability;…”

Section: Simple Multiple-choice Testmentioning

confidence: 99%

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Soeharto

CsapÃ

Sarimanah

et al. 2019

JPII

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The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding

Cited by 37 publications

References 38 publications

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction

The Effects of Integrating Computer-based Concept Mapping for Physics Learning in Junior High School

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

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