Development of Four Tier Misconception Test on Electrochemistry
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| Title: | Development of Four Tier Misconception Test on Electrochemistry |
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| Language: | English |
| Authors: | Fatma Sener (ORCID |
| Source: | Journal of Education in Science, Environment and Health. 2026 12(1):60-82. |
| Availability: | Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: https://www.jeseh.net/index.php/jeseh/index |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Science Education, Chemistry, Units of Study, Misconceptions, Test Construction, Test Reliability, Test Validity, Knowledge Base for Teaching, Factor Structure |
| Geographic Terms: | Turkey |
| ISSN: | 2149-214X |
| Abstract: | The purpose of this study was to develop a valid and reliable measurement tool that can be used to identify pre-service teachers' misconceptions about electrochemistry. The Electrochemistry Concept Test (ECT) developed for this purpose consists of a total of 12 questions, each containing four tiers. The Electrochemistry Concept Test (ECT) was applied to a total of 307 science teacher candidates from 10 different universities in seven regions of Türkiye. The data were analyzed using Excel, SPSS, and Factor programs. A four-factor structure with 12 questions was determined using EFA, and the KMO value of the test was calculated as 0,682, indicating that this four-factor structure explained 48% of the total variance. As a result of the reliability analyses, the KR-20 reliability coefficient for the scientific knowledge score obtained from correct answers was calculated as 0.819, and the KR-20 reliability coefficient for the misconception score obtained from wrong answers was calculated as 0,702. The item analyses revealed that the difficulty and discriminative indices of the test were at an intermediate level. Positive and negative wrong values were calculated for content validity. The validity and reliability analyses confirm that the developed test is a valid and reliable measurement tool. As a result of the analysis of the data collected in the study, it was determined that the pre-service teachers had misconceptions above 10% for each question related to electrochemistry -- activity, reduction--oxidation, galvanic cell reactions, and cell potential -- and that their scientific knowledge was not at a sufficient level. As a result of the study, a total of 37 misconceptions related to the topic of electrochemistry were identified, among which 9 misconceptions with a prevalence of over 10% were determined, thereby contributing new misconception statements to existing literature. In conclusion, a valid and reliable measurement tool has been developed that researchers can use to determine pre-service teachers' misconceptions and achievement levels in electrochemistry. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508212 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to develop a valid and reliable measurement tool that can be used to identify pre-service teachers' misconceptions about electrochemistry. The Electrochemistry Concept Test (ECT) developed for this purpose consists of a total of 12 questions, each containing four tiers. The Electrochemistry Concept Test (ECT) was applied to a total of 307 science teacher candidates from 10 different universities in seven regions of Türkiye. The data were analyzed using Excel, SPSS, and Factor programs. A four-factor structure with 12 questions was determined using EFA, and the KMO value of the test was calculated as 0,682, indicating that this four-factor structure explained 48% of the total variance. As a result of the reliability analyses, the KR-20 reliability coefficient for the scientific knowledge score obtained from correct answers was calculated as 0.819, and the KR-20 reliability coefficient for the misconception score obtained from wrong answers was calculated as 0,702. The item analyses revealed that the difficulty and discriminative indices of the test were at an intermediate level. Positive and negative wrong values were calculated for content validity. The validity and reliability analyses confirm that the developed test is a valid and reliable measurement tool. As a result of the analysis of the data collected in the study, it was determined that the pre-service teachers had misconceptions above 10% for each question related to electrochemistry -- activity, reduction--oxidation, galvanic cell reactions, and cell potential -- and that their scientific knowledge was not at a sufficient level. As a result of the study, a total of 37 misconceptions related to the topic of electrochemistry were identified, among which 9 misconceptions with a prevalence of over 10% were determined, thereby contributing new misconception statements to existing literature. In conclusion, a valid and reliable measurement tool has been developed that researchers can use to determine pre-service teachers' misconceptions and achievement levels in electrochemistry. |
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| ISSN: | 2149-214X |
