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Developing and Using Distractor-Driven Multiple-Choice Assessments Aligned to Ideas About Energy Forms, Transformation, Transfer, and Conservation

Abstract

This chapter presents a summary of middle and high school students’ understanding of energy and the differences and similarities in the ideas that the middle and high school students hold. The student data are a result of the field testing of items aligned to ideas about forms of energy, energy transformations, energy transfer, and conservation of energy that were administered to 23,744 middle and high school students in 48 states across the U.S. between 2009 and 2010. Rasch modeling was used to analyze the data, and the data had a good fit to the model. Analysis of covariance, controlling for gender and English as the student’s primary language, showed a steady increase in student understanding of key energy concepts between 7th and 12th grades. Option probability curves provided additional information about the progression of students’ understanding of energy concepts and the persistence of a number of energy-related misconceptions.

Keywords

  • Thermal Energy
  • High School Student
  • Middle School Student
  • Item Difficulty
  • Energy Transformation

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Acknowledgements

The research reported here was supported by the National Science Foundation, through Grants # ESI 0227557 and ESI 0352473, and the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute, the U.S. Department of Education, or the National Science Foundation.

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Correspondence to Cari F. Herrmann-Abell .

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Herrmann-Abell, C.F., DeBoer, G.E. (2014). Developing and Using Distractor-Driven Multiple-Choice Assessments Aligned to Ideas About Energy Forms, Transformation, Transfer, and Conservation. In: , et al. Teaching and Learning of Energy in K – 12 Education. Springer, Cham. https://doi.org/10.1007/978-3-319-05017-1_7

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