Using Test Data to Find Misconceptions in Secondary Science.
The School science review(2017)
Abstract
Students, as well as teachers, often learn what makes sense to them, even when it
is wrong. These misconceptions are a problem. The authors sought a quick, quantitative way
of identifying student misconceptions in secondary science. Using the University of Toronto’s
National Biology Competition test data, this article presents a method of quickly identifying
misconceptions that agree with many facets of the extant misconception literature (ubiquity
across subject areas, pervasiveness regardless of question difficulty, and distractive power). Seeking
students’ most common wrong answer on a multiple-choice test is found to be a fast, reliable, and
data-driven way to identify misconceptions.
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Key words
Educational Research,Scientific Literacy,Learning Outcomes,Teaching Strategies
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