Development and use of diagnostic tests to evaluate students’ misconceptions in science

TLDR

Research on students’ misconceptions across science subjects is extensive, yet translating these findings into classroom practice remains challenging. This study proposes using diagnostic tests that embed misconceptions research to bridge that gap. The authors present a methodology for creating such tests and demonstrate its application with two examples—covalent bonding and structure in chemistry, and photosynthesis and respiration in biology. Results show that the tests readily reveal misconceptions, enabling teachers to target them effectively.

Abstract

There is now a large body of research which examines students’ misconceptions in a variety of science subject areas. A problem exists, however, in applying the findings of this research to the classroom. One means of improving the application of misconceptions research is by the use of diagnostic tests which incorporate the findings of this research. A methodology for developing these diagnostic tests and the use of two such tests ‐‐ in chemistry (covalent bonding and structure) and in biology (photosynthesis and respiration in plants)‐are described. Analysis of the results of the tests given to class groups illustrate the ease of identification of misconceptions which can be subsequently addressed by the teacher.