Assessing Skills of Identifying Variables and Formulating Hypotheses Using Scenario-Based Multiple-Choice Questions

Yıl 2020, Cilt: 7 Sayı: 1, 1 - 17, 01.04.2020

Burak Temiz

https://doi.org/10.21449/ijate.561895

Cited By: 6

Öz

The aim of this study was to investigate the
effectiveness of scenario-based multiple-choice questions to assess students’
science process skills. To achieve this objective, a test with 32 scenario-based
multiple-choice questions evaluating students’ skills in formulating hypotheses
and identifying variables was prepared and administered to 370 high school
freshmen. The questions were involved experiments with two different parts.
Both parts of the experiments had the same dependent variable, and in each part
the effect of a different manipulated variable on the dependent variable was
examined. Therefore, the variables changed roles within the same experiment. In
evaluating the test, questions about the first part of the experiments were
coded A, and questions about the second part of the experiments were coded B.
When the students' scores from the code A and code B items were compared,
statistically significant differences were found. Analysis of the data revealed
that some students were affected by the different roles played by the variables
in the different parts of the experiment.

Anahtar Kelimeler

Science Process Skills, Multiple-Choice Items, Science Education

Assessing Skills of Identifying Variables and Formulating Hypotheses Using Scenario-Based Multiple-Choice Questions

Öz

The aim of this study was to investigate the effectiveness of scenario-based multiple-choice questions to assess students’ science process skills. To achieve this objective, a test with 32 scenario-based multiple-choice questions evaluating students’ skills in formulating hypotheses and identifying variables was prepared and administered to 370 high school freshmen. The questions were involved experiments with two different parts. Both parts of the experiments had the same dependent variable, and in each part the effect of a different manipulated variable on the dependent variable was examined. Therefore, the variables changed roles within the same experiment. In evaluating the test, questions about the first part of the experiments were coded A, and questions about the second part of the experiments were coded B. When the students' scores from the code A and code B items were compared, statistically significant differences were found. Analysis of the data revealed that some students were affected by the different roles played by the variables in the different parts of the experiment.

Anahtar Kelimeler

Science Process Skills, Multiple-Choice Items, Science Education

Kaynakça

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