article Primary School Pupils’ Misconceptions about Human Health and Lifestyle
Identified by a Four-Tier Test
Dominik Šmida, Elena Čipková, Martin Belka
information
year: 2023
issue: 3
fulltext: PDF
online publishing date: 24/1/2024
DOI: 10.14712/25337556.2023.3.3
ISSN (Online): 2533-7556
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.
abstract
Pupils' misconceptions related to human health and lifestyles can have a significant impact on the quality of a person's life but also on the quality of life of society at large as such misconceptions can be a breeding ground for the emergence of various diseases, addictions and, in extreme situations, can even lead to death. Misconceptions make it difficult for pupils to learn more meaningfully, and therefore, it is necessary to focus on them in the teaching of biology. However, it is quite difficult to remove created misconceptions among pupils, and therefore, it is more effective to try to identify them and then choose teaching strategies or methods that will prevent their emergence. For this reason, we have constructed a four-tier test that enables a deeper examination of pupils' understanding of scientific concepts and more objective identification of possible misconceptions. The analysis of the test results among primary school pupils (in eighth grade) in Slovakia showed, on average, 57.0% of them have acquired the correct scientific concepts in topics related to human health and lifestyles. Subsequently, we identified that, on average, 23.5% of pupils have a lack of knowledge, 10.7% of pupils have false positive/negative misconceptions, and 8.8% of pupils have misconceptions. We recorded the highest frequency of pupils' misconceptions in items focused on the energy composition of food, second-hand smoking, and the transmission of contagious (infectious) diseases. Subsequently, we created a comprehensive list of the identified misconceptions, which can help biology teachers in making these topics accessible.
keywords
biology, misconceptions, four-tier test, health and human lifestyles
fulltext (PDF )
References
Adimayuda, R., Aminudin, A. H., Kaniawati, I., Suhendi, E., & Samsudin, A. (2020). A multitier open-ended momentum and impulse (MOMI) instrument: Developing and assessing quality of conception of 11th grade sundanese students with rasch analysis. International Journal of Scientific and Technology Research, 9(2), 4799–4804. Dostupné na: http://bitly.ws/RrX8
Amrock, S. M., & Weitzman, M. (2015). Adolescents’ perceptions of light and intermittent smoking in the United States. Pediatrics, 135(2), 246–254. https://doi.org/10.1542/peds.2014-2502
Baram‐Tsabari, A., & Yarden, A. (2008). Girls’ biology, boys’ physics: evidence from free‐choice science learning settings. Research in Science & Technological Education, 26(1), 75–92. https://doi.org/10.1080/02635140701847538
Bertrand, Y. (1998). Soudobé vzdělávací teorie. Praha: Portál.
BSCS (2007). NIH Curriculum Supplement Series. National Institutes of Health Dostupné na: http://bitly.ws/RrYR
Caleon, I. S., & Subramaniam, R. (2010). Do students know what they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40, 313–337. https://doi.org/10.1007/s11165-009-9122-4
CDC (2010). Tobacco. Is what you know about smoking wrong? Center of Disease Control and Prevention. Dostupné na: http://bitly.ws/RrZJ
Cetin-Dindar, A., & Geban, O. (2011). Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia-Social and Behavioral Sciences, 15, 600–604. https://doi.org/10.1016/j.sbspro.2011.03.147
Coley, J. D., & Tanner, K. D. (2017). Common origins of diverse misconceptions: Cognitive principles and the development of biology thinking. CBE—Life Sciences Education, 11(3), 209–215. https://doi.org/10.1187/cbe.12-06-0074
Čolláková, D., Čipková, E., & Haláková, Z. (2021). Miskoncepcie žiakov na základnej škole v téme dýchanie. Biologie-Chemie-Zeměpis, 30(1), 15–25. Dostupné na: http://bitly.ws/Rt4L
Diani, R., Alfin, J., Anggraeni, Y. M., Mustari, M., & Fujiani, D. (2019). Four-tier diagnostic test with certainty of response index on the concepts of fluid. Journal of Physics: Conference Series, 1155(1), 1–10. Dostupné na: http://bitly.ws/Rte8
Doulík, P., & Škoda, J. (2003). Tvorba a ověření nástrojů kvantitativní diagnostiky prekonceptů a možnosti jejího vyhodnocení. Pedagogika, 53(2), 177–189. Dostupné na: http://bitly.ws/Rt2D
Duda, H. J., & Adpriyadi. (2020). Students' Misconception in Concept of Biology Cell. Anatolian Journal of Education, 5(1), 47–52. https://doi.org/10.29333/aje.2020.515a
Gavora, P., Koldeová, L., Dvorská, D., Pekárová, J., & Moravčík, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského. Dostupné na: http://bitly.ws/RtcP
Gurel, D.K.., Eryilmaz, A., & McDermott, L. (2015). A review and comparison of diagnostic instruments to identify students' misconceptions in science. Eurasia Journal of Mathematics Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a
GYTS (2016). Slovakia 2016 Country Report: Global Youth Tobacco Survey (Gyts). Dostupné na: http://bitly.ws/RthB
Haddow, A. D., & Clarke, S. C. (2021). Inaccuracies in Google’s Health-Based Knowledge Panels Perpetuate Widespread Misconceptions Involving Infectious Disease Transmission. The American Journal of Tropical Medicine and Hygiene, 104(6), 2293–2297. https://doi.org/10.4269/ajtmh.21-0216
Harman, G. (2014). The determination of misconceptions about" The passage of substances through cell membrane" by employing prediction-observation-explanation method. Journal of Turkish Science Education, 11(4), 81–106. Dostupné na: http://bitly.ws/Rs3j
Hong, J. L., Shim, K. C., & Chang, N. K. (1998). A study of Korean middle school students’ interests in biology and their implications for biology education. International Journal of Science Education, 20(8), 989–999. https://doi.org/10.1080/0950069980200806
Chráska, M. (2007). Metody pedagogického výzkumu. Základy kvantitatívniho výzkumu. Praha: Grada Publishing.
Kazembe, T. (2010). Combining Lectures with Cooperative Learning Strategies to Enhance Learning of Natural Products Chemistry. Chemistry, 19(2), 1–15. Dostupné na: http://bitly.ws/Rs8f
Kolláriková, Z., & Pupala, B. (2010). Předškolní a primární pedagogika / Predškolská a elementárna pedagogika. Praha: Portál.
Kumandaş, B., Ateskan, A., & Lane, J. (2019). Misconceptions in biology: a meta-synthesis study of research, 2000–2014. Journal of Biological Education, 53(4), 350–364. https://doi.org/10.1080/00219266.2018.1490798
Mareš, J. (2013). Pedagogická psychologie. Praha: Portál.
Milenković, D. D., Hrin, T. N., Segedinac, M. D., & Horvat, S. (2016). Development of a three-tier test as a valid diagnostic tool for identification of misconceptions related to carbohydrates. Journal of Chemical Education, 93(9), 1514–1520. https://doi.org/10.1021/acs.jchemed.6b00261
Nagy, T., & Vincurská, I. (2017). Trojúrovňový test ako nástroj na odhaľovanie miskoncepcií v problematike rýchlosti chemických reakcií. Biológia, ekológia, chémia, 21(4), 36–41. Dostupné na: http://bitly.ws/Rt77
Noor, A. M. (2021). Evaluating Multple Choice Questions from Engineering Statistics Assessment. International Journal of Education and Pedagogy, 3(4), 33–46. Dostupné na: http://bitly.ws/Rtfx
Ozuru, Y., Briner, S., Kurby, C. A., & McNamara, D. S. (2013). Comparing comprehension measured by multiple-choice and open-ended questions. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 67(3), 215–227. https://doi.org/10.1037/a0032918
Plitt, J. L. (2009). Misconceptions concerning infectious disease in college-aged students: a developmental approach to the discovery of myths [Bachelor's thesis, University of Arizona, Tucson, USA]. The University of Arizona. Dostupné na: http://bitly.ws/Rs7r
Prayitno, T. A., & Hidayati, N. (2022). Analysis of Students' Misconception on General Biology Concepts Using Four-Tier Diagnostic Test (FTDT). IJORER: International Journal of Recent Educational Research, 3(1), 1–10. https://doi.org/10.46245/ijorer.v3i1.177
Putica, K. B. (2023). Development and Validation of a Four-Tier Test for the Assessment of Secondary School Students’ Conceptual Understanding of Amino Acids, Proteins, and Enzymes. Research in Science Education, 53(3), 651–668. https://doi.org/10.1007/s11165-022-10075-5
Rosen, L. J., Lev, E., Guttman, N., Tillinger, E., Rosenblat, S., Zucker, D. M., & Myers, V. (2018). Parental perceptions and misconceptions of child tobacco smoke exposure. Nicotine and Tobacco Research, 20(11), 1369–1377. https://doi.org/10.1093/ntr/ntx169
Swanson, J. C., & Phillips, C. A. (1972). Associations and misconceptions about drugs among children and teachers in grades five and six. Journal of Drug Education, 2(4), 337–344. https://doi.org/10.2190/NUYT-E4E5-A7DM-2UK3
Šmida, D. & Čipková, E. (2023). Identifikácia mylných predstáv žiakov o vybraných orgánových sústavách človeka prostredníctvom štvorúrovňového testu. In Študentská vedecká konferencia PriF UK 2023: Zborník recenzovaných príspevkov (pp. 1033–1038). Bratislava: Univerzita Komenského v Bratislave. Dostupné na: http://bitly.ws/RtgG
Tan, M. T., & Matthews, K. R. (2018). Scientific Misconceptions and Myths Perpetuated in the 2017 Texas Legislative Session. Issue Brief, 10, 1–7. Dostupné na: http://bitly.ws/Rt7Q
Tamir, P. (1990). Justifying the selection of answers in multiple choice items. International Journal of Science Education, 12(5), 563–573. https://doi.org/10.1080/0950069900120508
Treagust, D. (1986). Evaluating students' misconceptions by means of diagnostic multiple choice items. Research in Science education, 16(1), 199–207. Dostupné na: http://bitly.ws/Rt9X
Tumanggor, A. M. R., Supahar, S., Ringo, E. S., & Harliadi, M. D. (2020). Detecting students’ misconception in simple harmonic motion concepts using four-tier diagnostic test instruments. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 21–31. https://doi.org/10.24042/jipfalbiruni.v9i1.4571
Uitto, A., Juuti, K., Lavonen, J., & Meisalo, V. (2005). Is pupils' interest in biology related to their out-of-school experiences. In M. Ergazaki, J. Lewis & V. Zogza (Eds.), Trends in Biology Education Research in the New Biology Era (pp. 305–316). Rio: Patras University Press. Dostupné na: http://bitly.ws/Rs9w
Ušáková, K., & Šabík, J. (2018). Zisťovanie miskoncepcií žiakov v učive „Živiny a zdravá výživa “na základnej škole. Biológia, Ekológia, Chémia, 22(2), 4–11. Dostupné na: http://bitly.ws/Rs9N
Wilcox, C. M., Cryer, B., & Triadafilopoulos, G. (2005). Patterns of use and public perception of over-the-counter pain relievers: focus on nonsteroidal antiinflammatory drugs. The Journal of Rheumatology, 32(11), 2218–2224. Dostupné na: http://bitly.ws/RsaE