Abstract
Concept inventory tests are used to measure students’ misconception. This article investigated and concludes that the current format of these tests are unable to measure students’ misconceptions since the answers choices do not reflect student lack of prior knowledge, the time lapse between when they learned the subject matter and when they try to recall it, and the conditions through which students construct their knowledge. CIs are better suited as tools to evaluate the effectiveness of pedagogical effectiveness and language in communicating the material to the students.
Â
References
BBC. (2018). GCSE Combined Science - Forces, acceleration and Newton's laws - AQA – Revision 1. Retrieved from
https://www.bbc.com/bitesize/guides/zgv797h/revision/1
Briggs, A. G., Hughes, L. E., Brennan, R. E., Buchner, J., Horak, R. E., Amburn, D. S. K., ... & Yung, S. B. (2017). Concept inventory development reveals common student misconceptions about microbiology. Journal of microbiology & biology education, 18(3).
Burgoon, J. K., Berger, C. R., & Waldron, V. R. (2000). Mindfulness and interpersonal
communication. Journal of Social Issues, 56(1), 105-127.
Committee on Undergraduate Science Education. (1997). Misconceptions as Barriers to
Understanding Science. National Academy Press.
Clement, J, (1982). Students' preconceptions in introductory mechanics. American
Journal of Physics, 50(1), 66-71.
Crogman, H., Peters, R., & TrebeauCrogman, M. (2018). Probing Students Misconceptions results from Concept Inventory and Their Understanding in Science Learning. European Journal Of Physics Education, 9(1), 23-44.
Crogman, H. (2017). Grasping the interplay between the Verbal Cultural diversity and
Critical thinking, and their Consequences for African American education. Frontiers in Education, 2, p.64.
Crogman, H., & Trebeau Crogman, M. (2018). Modified generated question learning, and
its classroom implementation and assessment. Cogent Education, 5(1), 1459340.
Crogman, H., & Trebeau Crogman, M. (2016). Generated questions learning model
(GQLM): Beyond learning styles. Cogent Education, 3(1), 1202460.
Crogman, T. H., Trebeau Crogman, A. M., Warner, L., Mustafa, A.,
& Peters, R. (2015). Developing a new teaching paradigm for the 21st century learners in the context of socratic methodologies. British Journal of Education, Society & Behavioural Science, 9, 62–95. doi:10.9734/BJESBS/2015/17825
diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction,
, 105– 225.
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of personality and social psychology, 77(6), 1121.
Fadaei, A. S., & Mora, C. (2015). An investigation about misconceptions in force and motion in high school. US-China Education Review, 5(1), 38-45.
Griffiths, D. J. (1997). Millikan Lecture 1997: Is there a text in this class? American
Journal of Physics, 65(12), 1141-1143.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York, NY: Routledge.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The
Physics Teacher, 30(3), 141-158.
Huffman, D., & Heller, P. (1995). What does the force concept inventory actually
measure? The Physics Teacher, 33(3), 138-143.
Hume, D. (1748). An inquiry concerning human understanding, 1955. Indianapolis, IN: Bobbs-Merrill.
Humphreys-Jones, C. (1986). Make, make do and mend: The role of the hearer in
misunderstandings. In G. McGregor (Ed.) Language for Hearers (p.105-126). Oxford, England: Pergamon Press.
Jorion, N., Gane, B.D., James, K., Schroeder, L., Dibello, L.V., & Pellerino, J.W. (2015).
An analytic framework for evaluating the validity of concept inventory claims. Journal of Engineering Education, 104(4), 454-496.
Klymkowsky, M. W., & Garvin-Doxas, K. (2008). Recognizing student misconceptions through Ed's Tools and the Biology Concept Inventory. PLoS biology, 6(1), e3.
Lindell, R. S., Peak, E., & Foster, T. M. (2007, January). Are they all created equal? A
comparison of different concept inventory development methodologies. In AIP conference proceedings (Vol. 883, No. 1, pp. 14-17). AIP.
Miao. X Kai, The Catalyst (n.d.). CHAPTER TWO: CONCEPTS OF FORCE IN
HISTORY. Retrieved from http://www.thecatalyst.org/physics/chapter-two.html Michotte A., (1963). The perception of causality. Andover: Methuen.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
Porter, L., Taylor, C., & Webb, K. (June 23 - 25, 2014). Leveraging open source principles for flexible concept inventory development. Proceedings of the 2014 conference on innovation & technology in computer science education, (p. 243– 248). Uppsala, Sweden.
Runeson S. and Frykholm G., (1983). Kinematic specification of dynamics as an
informational basis for person-and-action perception: expectation, gender
recognition, and deceptive intention. Journal of Experimental Psychology: Geneal, Vol. 112, No.4 585-615.
Sadler, P.M., Coyle, H., Miller, J.L., Cook-Smith, N., Dussault, M., & Gould, R.R. (2009). The astronomy and space science concept inventory: Development and validation of assessment instruments aligned with the K-12 national science standards. Astronomy Education Review, 8 (1). doi:10.3847/AER2009024.
Sayer, I. M. (2013). Misunderstanding and language comprehension. Procedia-Social
and Behavioral Sciences, 70, 738-748.
Spelke E., (1988). Origins of physical knowledge. In L Weiskrantz (Ed.), Thought
Without Language, Oxford: Oxford Science Publications.
Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton’s laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics, 66(4), 338-352.
Todd J. and Warren W., (1982). Visual perception of relative mass in dynamic events.
Perception, Vol. 11, 325-335.
Wenning, C. J. (2011a). Experimental inquiry in introductory physics courses. Journal of Physics Teacher Education Online, 6(2), 2–8.