Exploring Secondary Students' Conceptions about Fire Using a Two-Tier, True/False, Easy-to-Use Diagnostic Test

Autor/inn/en	Potvin, Patrice; Skelling-Desmeules, Yannick; Sy, Ousmane
Titel	Exploring Secondary Students' Conceptions about Fire Using a Two-Tier, True/False, Easy-to-Use Diagnostic Test
Quelle	1 (2015) 2, S.63-78 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-214X
Schlagwörter	Secondary School Students; Fire Science Education; Diagnostic Tests; Misconceptions; Test Construction; Student Attitudes; Interviews; Multiple Choice Tests; Questionnaires; Psychometrics; Program Validation; Science Activities; Science Achievement; Foreign Countries; Canada (Montreal) + Suchen Sie Ihr Suchwort? Sekundarschüler; Fire prevention education; Brandschutzerziehung; Diagnostic test; Diagnostischer Test; Missverständnis; Testaufbau; Schülerverhalten; Interviewing; Interviewtechnik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Fragebogen; Psychometry; Psychometrie; Ausland
Abstract	This article describes the design of a misconception diagnostic test about fire-related phenomena. It proposes a new test format in which a certainty-measuring tier has been integrated into each of the true/false response choices. This format is argued to be easier for teachers to use than the increasingly popular three-tier format. First, we review the available literature about misconception diagnostic tests and then literature about fire-related misconceptions. We then describe the design process of the test, which was preceded by an interview phase. We then describe its administration to 221 secondary school students. We finally present, in an explorative and accessible manner, the results that were obtained. These results support the existence of previously recorded misconceptions, but also bring certain nuances to some of their previous interpretations. They also support the hypothesis according to which some misconceptions are presumed to be more widespread than they truly are. Conclusive remarks are formulated about the benefits of the use of our--and other--misconception diagnostic tests. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01