Examining the relation of correct knowledge and misconceptions using the nominal response model

This study reports an analysis of the Force Concept Inventory (FCI) using item response curves (IRC)—the fraction of students selecting each response to an item as a function of their total score. Three large samples (N=9606, 4360, and 1439) of calculus-based physics students were analyzed. These we...

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Autores principales:	John Stewart, Byron Drury, James Wells, Aaron Adair, Rachel Henderson, Yunfei Ma, Ángel Pérez-Lemonche, David Pritchard
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/10918c4ba8814cffb9eaad812c0880a5
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spelling	oai:doaj.org-article:10918c4ba8814cffb9eaad812c0880a52021-12-02T17:09:17ZExamining the relation of correct knowledge and misconceptions using the nominal response model10.1103/PhysRevPhysEducRes.17.0101222469-9896https://doaj.org/article/10918c4ba8814cffb9eaad812c0880a52021-03-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010122http://doi.org/10.1103/PhysRevPhysEducRes.17.010122https://doaj.org/toc/2469-9896This study reports an analysis of the Force Concept Inventory (FCI) using item response curves (IRC)—the fraction of students selecting each response to an item as a function of their total score. Three large samples (N=9606, 4360, and 1439) of calculus-based physics students were analyzed. These were drawn from three land-grant institutions with very different average FCI post-test scores. A significant number of the response curves for incorrect responses have a maximum at some intermediate value of the total score on the FCI. To analyze the incorrect responses (rather than just the correct response as is typically done), we used Bock’s nominal response model (NRM), primarily because it can fit these intermediate maximum curves. The one-dimensional NRM latent ability dimension was strongly correlated (r=0.99) with the latent ability determined by two-parameter logistic (2PL) item response theory applied with correct or incorrect grading even though the correct responses were not identified for the NRM. To understand the relation of Newtonian and non-Newtonian thinking, higher dimensional models were fit. The two-dimensional NRM model produced one ability dimension which could be rotated to be highly correlated with the 2PL latent ability (r≥0.98) and a second dimension which was most strongly related to misconceptions involving Newton’s third law. Cluster analysis was applied to the two latent ability dimensions producing a three-cluster solution where the cluster centroids were very similar for each of the three institutions. The clusters represented three groups of students: Newtonian thinkers still retaining some misconceptions, non-Newtonian thinkers strongly applying Newton’s third law misconceptions, and non-Newtonian thinkers weakly applying those misconceptions. The differences between overall FCI scores at the three institutions could be explained by the relative populations of the three clusters.John StewartByron DruryJames WellsAaron AdairRachel HendersonYunfei MaÁngel Pérez-LemoncheDavid PritchardAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010122 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 John Stewart Byron Drury James Wells Aaron Adair Rachel Henderson Yunfei Ma Ángel Pérez-Lemonche David Pritchard Examining the relation of correct knowledge and misconceptions using the nominal response model
description	This study reports an analysis of the Force Concept Inventory (FCI) using item response curves (IRC)—the fraction of students selecting each response to an item as a function of their total score. Three large samples (N=9606, 4360, and 1439) of calculus-based physics students were analyzed. These were drawn from three land-grant institutions with very different average FCI post-test scores. A significant number of the response curves for incorrect responses have a maximum at some intermediate value of the total score on the FCI. To analyze the incorrect responses (rather than just the correct response as is typically done), we used Bock’s nominal response model (NRM), primarily because it can fit these intermediate maximum curves. The one-dimensional NRM latent ability dimension was strongly correlated (r=0.99) with the latent ability determined by two-parameter logistic (2PL) item response theory applied with correct or incorrect grading even though the correct responses were not identified for the NRM. To understand the relation of Newtonian and non-Newtonian thinking, higher dimensional models were fit. The two-dimensional NRM model produced one ability dimension which could be rotated to be highly correlated with the 2PL latent ability (r≥0.98) and a second dimension which was most strongly related to misconceptions involving Newton’s third law. Cluster analysis was applied to the two latent ability dimensions producing a three-cluster solution where the cluster centroids were very similar for each of the three institutions. The clusters represented three groups of students: Newtonian thinkers still retaining some misconceptions, non-Newtonian thinkers strongly applying Newton’s third law misconceptions, and non-Newtonian thinkers weakly applying those misconceptions. The differences between overall FCI scores at the three institutions could be explained by the relative populations of the three clusters.
format	article
author	John Stewart Byron Drury James Wells Aaron Adair Rachel Henderson Yunfei Ma Ángel Pérez-Lemonche David Pritchard
author_facet	John Stewart Byron Drury James Wells Aaron Adair Rachel Henderson Yunfei Ma Ángel Pérez-Lemonche David Pritchard
author_sort	John Stewart
title	Examining the relation of correct knowledge and misconceptions using the nominal response model
title_short	Examining the relation of correct knowledge and misconceptions using the nominal response model
title_full	Examining the relation of correct knowledge and misconceptions using the nominal response model
title_fullStr	Examining the relation of correct knowledge and misconceptions using the nominal response model
title_full_unstemmed	Examining the relation of correct knowledge and misconceptions using the nominal response model
title_sort	examining the relation of correct knowledge and misconceptions using the nominal response model
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/10918c4ba8814cffb9eaad812c0880a5
work_keys_str_mv	AT johnstewart examiningtherelationofcorrectknowledgeandmisconceptionsusingthenominalresponsemodel AT byrondrury examiningtherelationofcorrectknowledgeandmisconceptionsusingthenominalresponsemodel AT jameswells examiningtherelationofcorrectknowledgeandmisconceptionsusingthenominalresponsemodel AT aaronadair examiningtherelationofcorrectknowledgeandmisconceptionsusingthenominalresponsemodel AT rachelhenderson examiningtherelationofcorrectknowledgeandmisconceptionsusingthenominalresponsemodel AT yunfeima examiningtherelationofcorrectknowledgeandmisconceptionsusingthenominalresponsemodel AT angelperezlemonche examiningtherelationofcorrectknowledgeandmisconceptionsusingthenominalresponsemodel AT davidpritchard examiningtherelationofcorrectknowledgeandmisconceptionsusingthenominalresponsemodel
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Examining the relation of correct knowledge and misconceptions using the nominal response model

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