Middle School Students' Alternative Conceptions about the Human Blood Circulatory System Using Four-Tier Multiple-Choice Tests

Autor/inn/en	Zhao, Caifeng; Zhang, Shan; Cui, Huanhuan; Hu, Wenjie; Dai, Guo
Titel	Middle School Students' Alternative Conceptions about the Human Blood Circulatory System Using Four-Tier Multiple-Choice Tests
Quelle	In: Journal of Biological Education, 57 (2023) 1, S.51-67 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1877777
Schlagwörter	Middle School Students; Human Body; Metabolism; Multiple Choice Tests; Scientific Concepts; Student Evaluation; Grade 7; Knowledge Level; Misconceptions; Foreign Countries; Science Instruction; China + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Menschlicher Körper; Stoffwechsel; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulnote; Studentische Bewertung; School year 07; 7. Schuljahr; Schuljahr 07; Wissensbasis; Missverständnis; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Probing children's understanding of science concepts has been a focus of research in science education since the 1980s. In the process of learning, learners often produce many conceptions that differ from established scientific knowledge, which are commonly labelled as alternative conceptions (ACs). Knowing these ACs, their prevalence, nature, strength, causes and its dynamic change in the learning process is very important for the formation of scientific conceptions. In order to better identify middle school students' ACs at different times in mainland China and analyse the differences between these ACs, taking the concept of 'the human blood circulatory system' as an example, this study constructed and validated two sets of Four-Tier Multiple-Choice tests (4TMC), and applied them to explore 501 seventh graders after they had learned the concept. The results show that the 4TMC can effectively explore not only the individual ACs but also the group ACs. In the first test, 1 week after learning human blood circulatory system, six ACs have been identified in this group. There are five ACs in the second test 6 months after learning this knowledge. Meanwhile, there is a significant difference between these ACs at different times. This research can provide examples for exploring students' ACs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01