三階診斷工具的發展和應用－技職學生化學平衡迷思概念評量

The Development and Application for a Three-Tier Diagnostic Instrument to Assess College Students' Misconceptions in Chemistry Equilibrium

10.6173/CJSE.2015.2304.01

蘇金豆(King-Dow Su)

三階段診斷工具 ； 化學平衡 ； 技職學生 ； 迷思概念 ； Three-Tier Diagnostic Instrument ； Chemistry Equilibrium ； College Students ； Misconceptions

科學教育學刊

23卷4期（2015 / 12 / 01）

321 - 352

繁體中文

本研究旨在針對化學平衡中重要的迷思概念，經由三階段診斷工具的開發，進一步探討技職學生回應率、可能回應類型並區別知識不足與迷思概念，再經由量化與質性分析探討工具的應用性。據此，研究目的包括：一、發展和效化三階段化學平衡的診斷工具；二、綜合應用診斷工具，診斷分析學生化學平衡概念的正確答題率；與三、可能回應類型和差異。本研究採用自製診斷評量工具，評量已修過化學平衡單元學生之迷思概念，施測對象為技職院校選修普通化學學生共492人。研究結果顯示，開發之診斷工具平均難度指數.54，平均鑑別度指數.37，一階、二階和三階試題之內部一致性信度Cronbach’sα值，分別為.629、.773和.872，符合文獻之標準；受測學生在化學平衡觀念方面，三階平均回應率8.74%，顯示試題面向深度，對受測學生而言是一大挑戰，57.02%學生顯示知識不足，34.23%受測學生在認知領域的自我評量，顯示過度自信；從量化分析與質性討論結果，顯示所診斷的17個化學平衡迷思概念中，學生的迷思概念達15個，其中有9個迷思概念，是過往研究曾經發現過，而有6個迷思概念是本研究診斷工具發展過程中所發現的。修畢「化學平衡」課程之學生經本研究發展之工具診斷發現，每人平均仍持有2.35個相關迷思概念。

This study focused on the instrument development and response analysis of a three-tier diagnostic test in chemistry equilibrium for assessing college students' misconceptions. Accordingly, this research accounted for the following three major purposes: 1. to develop a diagnostic tool with proper validity; 2. to analyze students' correct answering rates from the three-tier diagnostic instrument of chemistry equilibrium; and 3. to examine responded domains of students' knowledge categories and differentiated performances. We adopted the self-developed diagnostic instrument to assess and analyze 492 college students' misconceptions in the required chemistry course. With respect to observations in the three-tier diagnostic instrument, the mean difficulty index was .54, the mean discrimination index was .37, and reliabilities of the Cronbach's α were .629, .773, and .872 for the first, second, and third tier-tiers respectively. All results demonstrated that students’ mean answering rates of three-tiers to be 8.74%, lack of knowledge understanding 57.02%, and their self-assessments from cognitive domains of overconfidence 34.23%. All results demonstrated that most students lacked chemistry knowledge understanding, with overconfidence in cognitive domains, and we identified students' 15 misconceptions from the total 17 test items with an average of 2.35 misconceptions per student. In addition to nine test items of misconceptions which had been discussed by other research and literature, we developed six test items of new misconceptions in detail for the three-tier diagnostic instrument in this study.

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