STRATEGIES FOR IDENTIFYING ALTERNATIVE CONCEPTIONS OF UNDERGRADUATE STUDENTS IN EARTH AND SPACE SCIENCES COURSES

A challenge science educators face today is the growing awareness of misconceptions, or alternative conceptions, and ultimately, their impact on both learning and teaching. A misconception is an idea that differs from the understandings accepted by scientists and experts. Alternative conception, a more neutral and preferred term, will be used throughout this abstract and presentation as it “confers intellectual respect on the learner who holds those ideas…” Identification of alternative conceptions is the first step in promoting conceptual change.

The literature describes several methods for the identification of alternative conceptions: national standardized tests, two-dimensional drawings and concept mapping, interviews, and questionnaires. Despite the depth and breadth of understanding revealed by the interview approach, questionnaires and other pen and paper instruments remain the most popular due to their ease in administration.

Authors suggest using guidelines shared by Treagust, Tobin, and Tamir to develop two-tiered, multiple choice instruments for the purpose of identifying alternative conceptions in science. Two-tier multiple choice questions consist of a diagram and written description of the situation or event, a question related to the event, a list of possible answers to the question, and a list of possible reasons for the chosen answer. Furthermore, this approach to questionnaire development mirrors Osborne and Freyburgs’s Interview about Instance approach and provides deeper insight into students’ content knowledge and possible alternative conceptions. Likert scales may be included to assess whether or not the concept made sense or to assess how sure the participant was about his/her answers.

Authors will share the process of developing a two-tier, multiple choice instrument as well as insights gained during the course of developing two different questionnaires.