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Diagnostic Opportunities Using Rasch Measurement in the Context of a Misconceptions-Based Physical Science Assessment
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Wind, Stefanie A.; Gale, Jessica D. – Science Education, 2015
Multiple-choice (MC) items that are constructed such that distractors target known misconceptions for a particular domain provide useful diagnostic information about student misconceptions (Herrmann-Abell & DeBoer, 2011, 2014; Sadler, 1998). Item response theory models can be used to examine misconceptions distractor-driven multiple-choice…
Descriptors: Physical Sciences, Science Tests, Misconceptions, Item Response Theory
Difficulties in Learning the Introductory Magnetic Field Theory in the First Years of University
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Guisasola, Jenaro; Almudi, Jose M.; Zubimendi, Jose L. – Science Education, 2004
This study examined university engineering and physical science students' misconceptions of the nature of magnetic field. It is assumed that a significant knowledge of the sources of magnetic field is a basic prerequisite when students have to think about electromagnetic phenomena. To analyze students' conceptions, we have taken into account the…
Descriptors: Magnets, Theories, Curriculum Development, Physical Sciences