The positive and negative effects of science concept tests on student conceptual understanding

International Journal of Science Education

Volumn 32, Issue 2, 2010, Pages 265-282

  Chang, Chun Yen ^a   Yeh, Ting Kuang ^a   Barufaldi, James P ^b  

^a NATIONAL TAIWAN NORMAL UNIVERSITY   (Taiwan)

^b UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

Assessment; Conceptual development; Earth science education; Misconception; Secondary school

Indexed keywords

EID: 77649171484     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690802650055     Document Type: Article

References (45)

1. Airasian, P. W. (2001). Classroom assessment: Concepts and applications, 5th ed. New York: McGraw-Hill.
2. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
3. Anderson, O. R., & Demetrius, O. J. (1993). A flow-map method of representing cognitive structure based on respondents' narrative using science content. Journal of Research in Science Teaching, 30(8), 953.
4. Bailey, C. H., & Kandel, E. R. (1993). Structural-changes accompanying memory storage. Annual Review of Physiology, 55, 397-426.
5. Bean, T. W., Searles, D., Singer, H., & Cowen, S. (1990). Learning concepts from biology text through pictorial analogies and an analogical study guide. Journal of Educational Research, 83(4), 233-237.
6. Bliss, T. V. P., & Collingridge, G. L. (1993). A synaptic model of memory long-term potentiation in the hippocampus. Nature, 361(6407), 31-39.
7. Boyes, E., & Stanisstreet, M. (1993). The greenhouse-effect childrens perpections of causes, consequences and cures. International Journal of Science Education, 15(5), 531-552.
8. Chang, C. Y. (2003). Teaching earth sciences: Should we implement teacher-directed or studentcontrolled CAI in the secondary classroom? International Journal of Science Education, 25(4), 427-438.
9. Chang, C. Y. (2005). Taiwanese science and life technology curriculum standards and earth systems education. International Journal of Science Education, 27(5), 625-638.
10. Chang, C. Y., Lee, W. C., & Yeh, T. K. (2006). Taiwanese Earth science curriculum guidelines and their relationships to the Earth systems education of the United States. Journal of Geoscience Education, 54(5), 620-624.
11. Chang, C. Y., & Tsai, C. C. (2005). The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class. Science Education, 89(5), 707-724.
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences, 2nd ed. Hillsdale, NJ: Lawrence Erlbaum.
13. Daniel, L. G. (1998). Statistical significance testing: A historical overview of misuse and misinterpretation with implications for the editorial policies of educational journals. Research in the Schools, 5(2), 23-32.
14. Eylon, B. S., & Linn, M. C. (1988). Learning and instruction: An examination of 4 research perspectives in science education. Review of Educational Research, 58(3), 251-301.
15. Fernandes, M. A., Pacurar, A., Moscovitch, M., & Grady, C. (2006). Neural correlates of auditory recognition under full and divided attention in younger and older adults. Neuropsychologia, 44(12), 2452-2464.
16. Forcato, C., Burgos, V. L., Argibay, P. F., Molina, V. A., Pedreira, M. E., & Maldonado, H. (2007). Reconsolidation of declarative memory in humans. Learning & Memory, 14(4), 295-303.
17. Francis, C., Boyes, E., Qualter, A., & Stanisstreet, M. (1993). Ideas of elementary students about reducing the greenhouse-effect. Science Education, 77(4), 375-392.
18. Frey, U., Huang, Y. Y., & Kandel, E. R. (1993). Effects of camp simulate a late-stage of LTP in hippocampal CA1. Science, 260(5114), 1661-1664.
19. Gay, L. R. (1980). The comparative effects of multiple-choice versus short-answer tests on retention. Journal of Educational Measurement, 17(1), 45-50.
20. Graesser, A. C., Chipman, P., Haynes, B. C., & Olney, A. (2005). AutoTutor: An intelligent tutoring system with mixed-initiative dialogue. IEEE Transactions on Education, 48(4), 612-618.
21. Graves, L., Pack, A., & Abel, T. (2001). Sleep and memory: A molecular perspective. Trends in Neurosciences, 24(4), 237-243.
22. Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558.
23. Kohler, S., McIntosh, A. R., Moscovitch, M., & Winocur, G. (1998). Functional interactions between the medial temporal lobes and posterior neocortex related to episodic memory retrieval. Cerebral Cortex, 8(5), 451-461.
24. Lee, J. L. C., Everitt, B. J., & Thomas, K. L. (2004). Independent cellular processes for hippocampal memory consolidation and reconsolidation. Science, 304(5672), 839-843.
25. Lynch, M. A. (2004). Long-term potentiation and memory. Physiological Reviews, 84(1), 87-136.
26. Marx, R.W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., et al. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063-1080.
27. McGaugh, J. L. (2000). Neuroscience-memory-a century of consolidation. Science, 287(5451), 248-251.
28. McLean, J. E., & Ernest, J. M. (1998). The role of statistical significance testing in educational research. Research in the Schools, 5(2), 15-22.
29. Miller, A. H. (1988). Student assessment of teaching in higher education. Higher Education, 17(1), 3-15.
30. Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2001). Assessing understanding in biology. Journal of Biological Education, 35(3), 118-124.
31. Nader, K., Schafe, G. E., & Le Doux, J. E. (2000). Fear memories require protein synthesis in the amygdala for reconsolidation after retrieval. Nature, 406(6797), 722-726.
32. Rennie, L. J. (1998). Improving the interpretation and reporting of quantitative research. Journal of Research in Science Teaching, 35(3), 237-248.
33. Robins, R. W., Gosling, S. D., & Craik, K. H. (1998). Psychological science at the crossroads. American Scientist, 86(4), 310-313.
34. Roediger, H. L., & Karpicke, J. D. (2006). Test enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
35. Roediger, H. L., & Marsh, E. J. (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology-Learning Memory and Cognition, 31(5), 1155-1159.
36. Rollnick, M., & Mahooana, P. P. (1999). A quick and effective way of diagnosing student difficulties: Two tier from simple multiple choice questions. South African Journal of Chemistry-Suid- Afrikaanse Tydskrif Vir Chemie, 52(4), 161-164.
37. Rye, J. A., Rubba, P. A., & Wiesenmayer, R. L. (1997). An investigation of middle school students' alternative conceptions of global warming. International Journal of Science Education, 19(5), 527-551.
38. Steward, O., & Schuman, E. M. (2001). Protein synthesis at synaptic sites on dendrites. Annual Review of Neuroscience, 24, 299-325.
39. Thompson, B. (1996). AERA editorial policies regarding statistical significance testing: Three suggested reforms. Educational Researcher, 25(2), 26-30.
40. Tsai, C.-C. (2001). Probing students' cognitive structures in science: The use of a flow map method coupled with a meta-listening technique. Studies in Educational Evaluation, 27, 257-268.
41. Tsai, C.-C., & Huang, C. M. (2002). Exploring students' cognitive structures in learning science: A review of relevant methods. Journal of Biological Education, 36(4), 163-169.
42. Tseng, S. C., & Tsai, C. C. (2007). On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education, 49(4), 1161-1174.
43. Tulving, E. (1967). Effects of presentation and recall of material in free-recall learning. Journal of Verbal Learning and Verbal Behavior, 6(2), 175-184.
44. Wang, H.-C., Chang, C.-Y., & Li, T.-Y. (2008). Assessing creative problem-solving with automated text grading. Computers & Education, 51(4), 1450-1466.
45. Zimmerman, D. W., & Williams, R. H. (2003). A new look at the influence of guessing on the reliability of multiple-choice tests. Applied Psychological Measurement, 27(5), 357-371.