@article {1189, title = {UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF CHEMICAL EQUILIBRIUM IN AQUEOUS SOLUTIONS: DEVELOPMENT AND VALIDATION OF A TWO-TIER DIAGNOSTIC INSTRUMENT}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {428-444}, abstract = {Student understanding of chemical equilibrium in aqueous solutions (CEAS) plays a vital role in their upper secondary school chemistry learning and everyday life. Diagnosis of students{\textquoteright} alternative conceptions (ACs) of the CEAS will provide teachers with valuable information to make instructional decisions on student learning. This study aims to develop and validate an instrument to diagnose students{\textquoteright} ACs about the CEAS, including ionization equilibrium, water self-ionization equilibrium, the equilibrium of salt hydrolysis, and precipitation and dissolution equilibrium. Using Treagust (1998){\textquoteright}s development framework, we have developed 25 two-tier multiple-choice items for the CEAS diagnostic test. After completing the corresponding courses, 750 Grade 11 students from five public schools responded to the CEAS diagnostic test. Rasch modeling approach was employed to provide psychometric properties of the CEAS diagnostic test consisting of one-dimensionality, reliability, and validity. This study identified 15 ACs toward the CEAS. This study found that most students performed better on concept tiers rather than reasoning tiers. In addition, students have difficulties in connecting acidity, solubility, ionization, and chemical reaction and in using mathematical thinking to do transformation between concentration, equilibrium constant, and pH value.}, keywords = {alternative conceptions, chemical equilibrium in aqueous solutions, Rasch Modeling, two-tier multiple-choice items}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.428}, url = {https://oaji.net/articles/2022/987-1656443763.pdf}, author = {Peng He and Changlong Zheng and Tingting Li} } @article {842, title = {EVALUATING SCIENTIFIC REASONING ABILITY: THE DESIGN AND VALIDATION OF AN ASSESSMENT WITH A FOCUS ON REASONING AND THE USE OF EVIDENCE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {261-275}, abstract = {Scientific reasoning ability (SRA) is widely recognized as an essential goal for science education. There is much discussion on the design and development of assessment frameworks as viable tools to foster SRA. However, established assessments mostly focus on the level of students reasoning attainment. Student ability to use evidence to support reasoning is not adequately addressed and evaluated. In this study, the 6-level SRA assessment framework was conceptualized and validated iteratively via synthesizing literature and a Delphi study. Guided by the framework, an SRA assessment tool adopting and adapting PISA test items and self-created items was developed and administered to 593 secondary students (including 318 8th Graders and 275 9th Graders) in mainland China. Pearson correlation analysis of SRA assessment score and their scores in scientific reasoning provided criterion-related validation for the former (Pearson correlation = .527). Rasch analysis conducted further confirmed the validity and reliability of the SRA test and the assessment framework. Combing quantitative and qualitative methods, the study provides a valid and reliable analytical framework of SRA. It can inform the design of SRA assessments in various science education contexts for diversified audiences.}, keywords = {Complexity of Scientific Reasoning, Evidence in Reasoning, Rasch Modeling, Scientific Reasoning Ability (SRA)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.261}, url = {http://oaji.net/articles/2020/987-1586941634.pdf}, author = {Ma Luo and Zuhao Wang and Daner Sun and Zhi Hong Wan and Liying Zhu} }