Skip to main content
SpringerLink
Log in

On the Identification of Students’ Misconceptions in a Two-Tier Item

  • Chapter
  • First Online:
Book cover Science Education Research and Practices in Taiwan

  • 1625 Accesses

Abstract

The two-tier item format has gained some popularity in use by science educators worldwide, including those from Taiwan. Despite its broad applications, there are relatively few studies that focused themselves on extending the present methodology in analyzing this particular item format. As a result, there are still uncertainties concerning how the result in the data table from a two-tier item should be analyzed and interpreted, especially with respect to the identification of potential misconceptions held by the participating students. The usual practice in this area of research is to assume that if more than 10 % of the respondents picked a wrong combination of options across the two tiers, then that combination can be regarded as reflecting the presence of a misconception of some sort. This study argues against the use of the 10 % rule, on the ground that it is, among other reasons, subjective and lacks substantive support based on the subject matters. Instead, it is suggested that correspondence analysis can be performed in a three-stage manner. Potential types of misconceptions as held by the participating students could then be identified by means of interpreting the clusters of categories across the two tiers in the correspondence plot. This study reflects the kind of interest from local researchers on methodological issues surrounding the two-tier item format.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18(3), 201–205.

    Article  Google Scholar 

  • Blosser, P. E. (1987). Science misconceptions research and some implications for the teaching of science to elementary school students. ERIC/SMEAC Science Education Digest No. 1, ED282776.

    Google Scholar 

  • Cobern, W. W. (1993). College students’ conceptualizations of nature: An interpretive world view analysis. Journal of Research in Science Teaching, 30(8), 935–951.

    Google Scholar 

  • Chang, R. C., & Chang, H. P. (2007). Diagnostic of junior high school students’ conceptions about combustion (In Chinese). Chinese Journal of Science Education, 15(6), 671–701.

    Google Scholar 

  • Chiu, M. H., Guo, C. J., & Treagust, D. (2007). Assessing students’ conceptual understanding in science: An introduction about a national project in Taiwan. International Journal of Science Education, 29(4), 379–390.

    Article  Google Scholar 

  • Driver, R. (1981). Pupil’s alternative frameworks in science. European Journal of Science Education, 3(1), 93–101.

    Article  Google Scholar 

  • Duit, R. (2009). Bibliography of students’ and teachers’ conceptions and science education. http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html. Accessed 25 Jan 2014

  • Garnett, P. J., Garnett, P. J., & Hackling, M. W. (1995). Students’ alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25(1), 69–96.

    Article  Google Scholar 

  • Gilbert, J. K. (1977). The study of student misunderstandings in the physical sciences. Research in Science Education, 7, 165–171.

    Article  Google Scholar 

  • Greenacre, M. J. (1984). Theory and applications of correspondence analysis. NY: Academic.

    Google Scholar 

  • Greenacre, M. J., & Blasius, J. (2006). Multiple correspondence analysis and related methods. London: Chapman & Hall.

    Book  Google Scholar 

  • Guo, C. J. (2001). A review of studies on alternative conceptions for students in Taiwan (In Chinese). Paper presented at the International Symposium for Cognitive Science and Science Education, June 26–29, Taipei.

    Google Scholar 

  • Ho, W. Y., & Kao, H. L. (2006). Analyzing two-tier test with variable discrimination measures. Chinese Journal of Science Education, 14(2), 149–162.

    Google Scholar 

  • Hsu, L. R. (2003). A study of elementary and secondary school students’ misconceptions of the classification of metals (In Chinese). Chinese Journal of Science Education, 11(3), 277–296.

    Google Scholar 

  • Lee, S. J., Farh, L., & Chang, L. Y. (2005). Diagnostic of primary school pupils’ alternative conceptions on battery—A two-tier test approach (In Chinese). Chinese Journal of Science Education, 13(3), 263–288.

    Google Scholar 

  • Lee, M. H., Wu, Y. T., & Tsai, C. C. (2009). Research trends in science education from 2003 to 2007: A content analysis of publications in selected journals. International Journal of Science Education, 31(15), 1999–2020.

    Article  Google Scholar 

  • Lin, T. K., & Lin, H. J. (2003). Grades 4–9 pupils’ cognitive patterns, levels, frequency distribution and evolution in learning the particle theory of gases (In Chinese). Chinese Journal of Science Education, 11(3), 297–330.

    Google Scholar 

  • Lin, M. L., Su, M. J., & Chiang, S. H. (2009). A study on the weightlessness concepts of senior high school students (In Chinese). Chinese Physics Education, 10(1), 1–26.

    Google Scholar 

  • Lin, J. W., Wu, Y. L., & Lin, Y. C. (2011). The impact of integrating dynamic representations in a two-tier test on diagnosing students’ answering in simple and series circuits (In Chinese). Research and Development in Science Education Quarterly, 61, 25–50.

    Google Scholar 

  • Lu, C. C. (2003). The development and validity of the two-tier multiple choice instrument about the world under microscope (In Chinese). Journal of National Taipei Teachers College, 16(1), 127–166.

    Google Scholar 

  • Lu, C. C., & Sung, C. C. (2010). Development of expert’s conception and problem situation questionnaire in high school nanotechnology curriculum (In Chinese). Journal of Educational Practice and Research, 23(1), 85–144.

    Google Scholar 

  • Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press.

    Google Scholar 

  • Novak, J. D. (1996). Concept mapping: A tool for improving science teaching and learning. In D. F. Treagust, Duit, R., Fraser, B. J. (Eds.), Improving teaching and learning in science and mathematics (pp. 32–43). New York: Teachers College Press.

    Google Scholar 

  • Osborne, R., & Freyberg, P. (1985). Learning in Science: The implications of children's science. Auckland: Heinneman.

    Google Scholar 

  • Perkins, D., (1992). Smart schools: Better thinking and learning for every child. New York: The Free Press.

    Google Scholar 

  • Peterson, R. F., Treagust, D. F., & Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade-11 and -12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26(4), 301–314.

    Article  Google Scholar 

  • Pfundt, H., & Duit, R. (2006). Bibliography—Students alternative frameworks and science education. Kiel, University of Kiel Institute for Science Education.

    Google Scholar 

  • Ross, B. H. B., & Munby, H. (1991). Concept mapping and misconceptions: A study of high-school students’ understandings of acids and basis. International Journal of Science Education, 13(1), 11–23.

    Google Scholar 

  • Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115–163.

    Article  Google Scholar 

  • Tam, H. P., & Li, L.A. (2007). Sampling and data collection procedures for the National Science Concept Learning Study. International Journal of Science Education, 29(4), 405–420.

    Article  Google Scholar 

  • Tam, H. P., & Yang, K. L. (2005). On analyzing two-tier items when the two tiers are loosely related to each other. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, April, 11–15.

    Google Scholar 

  • Tam, H. P., Mok, M, M. C., Lau, D. C. H., & Wu, M. (2012). Using two-tier items and user-defined fit statistic to inform learning: Example from mathematics assessment (pp. 185–196). In Mok, M. C. C. (Ed.) Self-directed learning oriented assessment in the Asia-Pacific. Dordrecht: Springer.

    Google Scholar 

  • Tan, K. C. D., & Treagust, D. F. (2002). It’s a displacement reaction because sodium ions are more reactive than zinc ions. Australian Journal of Education in Chemistry, 60, 13–18.

    Google Scholar 

  • Tan, K. C. D., Goh, N. K., Chia, L. S., & Treagust, D. F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school students’ understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39(4), 283–301.

    Article  Google Scholar 

  • Tao, P. K., & Gunstone, R.F. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. International Journal of Science Education, 23(10), 1039–1052.

    Google Scholar 

  • Thagard, P. (1992). Conceptual revolutions. Princeton: Princeton University Press.

    Google Scholar 

  • Treagust, D. F. (1988). The development and use of a diagnostic instrument to evaluate students’ misconceptions in science. International Journal of Science Education, 10, 159–169.

    Article  Google Scholar 

  • Treagust, D. F. (1995). Diagnostic assessment of students’ science knowledge. In S. M. Glynn & R. Duit. (Eds.), Learning science in the schools: Research reforming practice (pp. 327–346). Hillsdale: Lawrence Erlbaum Associates.

    Google Scholar 

  • Treagust, D. F., & Haslan, F. (1987). Evaluating secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier choice instrument. Journal of Biological Education, 21(3), 203–211.

    Article  Google Scholar 

  • Tsai, C. C., & Wen C. L. (2005). Research and trends in science education from 1998 to 2002: A content analysis of publication in selected journals. International Journal of Science Education, 27(1), 3–14.

    Article  Google Scholar 

  • Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Learning: Alternative conceptions. In D. L. Gabel (Ed.), Handbook on research in science teaching (pp. 177–210). New York: Macmillan.

    Google Scholar 

  • Weller, S. C., & Romney, A. K. (1990). Metric scaling: Correspondence analysis. Newberry Park: Sage.

    Google Scholar 

  • White, R., & Gunstone, R. (1992). Probing understanding. London, UK: The Falmer Press.

    Google Scholar 

  • Yang, K. Y., & Changlai, M. L. (2004). Development and application of a two-tier diagnostics instrument to assess seventh grade students’ alternative conceptions of genetics (In Chinese). Chinese Journal of Science Education, 12(1), 107–131.

    Google Scholar 

Download references

Acknowledgement

The author would like to thank the Ministry of Science and Technology (formerly the National Science Council) in Taiwan for sponsoring this research under the project numbers NSC 89-2511-5-003-146, NSC 90-2511-5-003-094, NSC 91-2511-S-003-021 and NSC 92-2522-S-003-011. Furthermore, the author is very grateful to Dr. Chung-chih Chen of the Fooyin University for providing the example item in English that was used in this chapter for illustration of our three-step procedure.

Author information

Authors and Affiliations

  1. National Taiwan Normal University, Taipei City, Taiwan

    Hak Ping Tam

Authors
  1. Hak Ping Tam
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hak Ping Tam .

Editor information

Editors and Affiliations

  1. Graduate Institute of Science Education, Taipei, Taiwan

    Mei-Hung Chiu

Appendix

Appendix

figure a

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Tam, H. (2016). On the Identification of Students’ Misconceptions in a Two-Tier Item. In: Chiu, MH. (eds) Science Education Research and Practices in Taiwan. Springer, Singapore. https://doi.org/10.1007/978-981-287-472-6_7

Download citation

  • DOI: https://doi.org/10.1007/978-981-287-472-6_7

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-287-471-9

  • Online ISBN: 978-981-287-472-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation