A Web-Based Ionisation Energy Diagnostic Instrument: Exploiting the Affordances of Technology

Autor/inn/en	Tan, Kim Chwee Daniel; Taber, Keith S.; Liew, Yong Qiang; Teo, Kay Liang Alan
Titel	A Web-Based Ionisation Energy Diagnostic Instrument: Exploiting the Affordances of Technology
Quelle	In: Chemistry Education Research and Practice, 20 (2019) 2, S.412-427 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Kim Chwee Daniel) ORCID (Taber, Keith S.) ORCID (Liew, Yong Qiang) ORCID (Teo, Kay Liang Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c8rp00215k
Schlagwörter	Energy; Secondary School Science; Chemistry; Diagnostic Tests; Science Tests; Internet; Affordances; Multiple Choice Tests; Computer Assisted Testing; Grade 11; Grade 12; Secondary School Students; Foreign Countries; Misconceptions; Reliability; Singapore + Suchen Sie Ihr Suchwort? Energie; Chemie; Diagnostic test; Diagnostischer Test; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Ausland; Missverständnis; Reliabilität; Singapur
Abstract	The internet is prevalent in society today, and user-friendly web-based productivity tools are readily available for developing diagnostic instruments. This study sought to determine the affordances of a web-based diagnostic instrument on ionisation energy (wIEDI) based on the pen-and-paper version, the Ionisation Energy Diagnostic Instrument (IEDI) that was previously developed and reported on. The Google Forms platform was used to develop the wIEDI and it allowed a degree of personalisation such that specific second-tier options are offered in response to the student's choice of answer in the first tier. Students could choose one or more reasons in the second tier or supply their own reasons, and they were asked to indicate their confidence in their choice of answer-reason combinations. The wIEDI was administered to 274 A-level students (257 Grade 11 and 17 Grade 12), and answer-reason combinations indicating alternative conceptions were highlighted only if 5% or more students expressed confidence in them in the third-tier confidence measure. The results showed that all the possible alternative conceptions of ionisation energy reported in the previous study were also identified in the present study. Additional alternative conceptions were indicated as new reasons had to be developed for many items in the wIEDI to ensure that there were sufficient reasons for each first-tier response, and students were allowed to choose more than one reason for their answer. The wIEDI better facilitated responses reflecting the consistency of the use of specific ideas in student thinking and provided direct evidence of students' possible manifold conceptions and thinking within each question as well as across a range of questions. It also allowed easy collation of the comments students typed in response to the 'Others' and 'I do not know the answer' options. Thus, the study makes a case for researchers and teachers using such technology in the diagnostic assessment of students. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01