Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts

Understanding item difficulty in science concepts is essential for teachers in teaching and learning to avoid student misconceptions. This study aims to evaluate the patterns of item difficulty estimates in science concepts exploring student misconceptions across physics, biology, and chemistry and...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Soeharto Soeharto, Benő Csapó
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Item difficulty Rasch measurement Misconception Science Diagnostic test Science (General) Q1-390 Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/fb93fe8f91ff49dbb5517859d42ace76
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:fb93fe8f91ff49dbb5517859d42ace76
record_format	dspace
spelling	oai:doaj.org-article:fb93fe8f91ff49dbb5517859d42ace762021-12-02T05:02:47ZEvaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts2405-844010.1016/j.heliyon.2021.e08352https://doaj.org/article/fb93fe8f91ff49dbb5517859d42ace762021-11-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2405844021024555https://doaj.org/toc/2405-8440Understanding item difficulty in science concepts is essential for teachers in teaching and learning to avoid student misconceptions. This study aims to evaluate the patterns of item difficulty estimates in science concepts exploring student misconceptions across physics, biology, and chemistry and to explore differential item functioning (DIF) items in the developed diagnostic test on the basis of gender and grade. Participants were drawn from 856 students (52.3% females and 47.7% males) comprising senior high school students from 11th to 12th grades and pre-service science teachers in the West Kalimantan province, Indonesia. Out of 16 science concepts categorized, the common science concepts causing misconceptions among students were investigated to understand item difficulty patterns using Rasch measurement. The findings of this study evaluated that 32 developed items are valid and reliable whereby the item difficulty estimates ranged from −5.13 logits to 5.06 logits. Chemistry is the scientific discipline with the highest mean logits than other disciplines. There is no significant item difficulty estimate across the science disciplines. We also found DIF issues in one item based on gender and four items based on grade. This study contributes a significant role in mapping and informing item difficulty patterns in science concepts to tackle teachers' problems in assessing and teaching science concepts to improve the students’ science performance. Future studies and limitations are also discussed.Soeharto SoehartoBenő CsapóElsevierarticleItem difficultyRasch measurementMisconceptionScienceDiagnostic testScience (General)Q1-390Social sciences (General)H1-99ENHeliyon, Vol 7, Iss 11, Pp e08352- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Item difficulty Rasch measurement Misconception Science Diagnostic test Science (General) Q1-390 Social sciences (General) H1-99
spellingShingle	Item difficulty Rasch measurement Misconception Science Diagnostic test Science (General) Q1-390 Social sciences (General) H1-99 Soeharto Soeharto Benő Csapó Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts
description	Understanding item difficulty in science concepts is essential for teachers in teaching and learning to avoid student misconceptions. This study aims to evaluate the patterns of item difficulty estimates in science concepts exploring student misconceptions across physics, biology, and chemistry and to explore differential item functioning (DIF) items in the developed diagnostic test on the basis of gender and grade. Participants were drawn from 856 students (52.3% females and 47.7% males) comprising senior high school students from 11th to 12th grades and pre-service science teachers in the West Kalimantan province, Indonesia. Out of 16 science concepts categorized, the common science concepts causing misconceptions among students were investigated to understand item difficulty patterns using Rasch measurement. The findings of this study evaluated that 32 developed items are valid and reliable whereby the item difficulty estimates ranged from −5.13 logits to 5.06 logits. Chemistry is the scientific discipline with the highest mean logits than other disciplines. There is no significant item difficulty estimate across the science disciplines. We also found DIF issues in one item based on gender and four items based on grade. This study contributes a significant role in mapping and informing item difficulty patterns in science concepts to tackle teachers' problems in assessing and teaching science concepts to improve the students’ science performance. Future studies and limitations are also discussed.
format	article
author	Soeharto Soeharto Benő Csapó
author_facet	Soeharto Soeharto Benő Csapó
author_sort	Soeharto Soeharto
title	Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts
title_short	Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts
title_full	Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts
title_fullStr	Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts
title_full_unstemmed	Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts
title_sort	evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/fb93fe8f91ff49dbb5517859d42ace76
work_keys_str_mv	AT soehartosoeharto evaluatingitemdifficultypatternsforassessingstudentmisconceptionsinscienceacrossphysicschemistryandbiologyconcepts AT benocsapo evaluatingitemdifficultypatternsforassessingstudentmisconceptionsinscienceacrossphysicschemistryandbiologyconcepts
_version_	1718400749295108096

Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts

Ejemplares similares