Poster Title

How do we address common misconceptions of chemistry concepts? Developing a tool to asses chemistry understanding.

Co-Author(s)

Cyrus Schaaf

Research Mentor(s)

Emily Borda

Affiliated Department

Chemistry

Sort Order

21

Start Date

14-5-2015 10:00 AM

End Date

14-5-2015 2:00 PM

Document Type

Event

Abstract

The Chemistry Concepts Questionnaire (CCQ) is an instrument that attempts to measure student’s understanding of chemistry concepts in four areas: 1) Conservation of matter, 2) Physical vs. Chemical changes, 3) Molecular theory of kinetics, and, 4) Bonding. This questionnaire has been revised through the years based on Rasch analysis. Rasch analysis assesses individual’s overall ability and compares this to their performance on specific items to identify items that may be misfitting. The goal is to fine-tune the instrument to a point where it can eventually be used to measure learning gains for students in introductory chemistry courses. The most recent round of analysis revealed several misfitting items. This prompted us to combine several two tiered questions and reword a few items. In this poster I will present an overview of how the CCQ has been modified over the years and the possibilities for further modification.

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this documentation for commercial purposes, or for financial gain, shall not be allowed without the author's written permission.

Language

English

Format

application/pdf

This document is currently not available here.

Share

COinS
 
May 14th, 10:00 AM May 14th, 2:00 PM

How do we address common misconceptions of chemistry concepts? Developing a tool to asses chemistry understanding.

Chemistry

The Chemistry Concepts Questionnaire (CCQ) is an instrument that attempts to measure student’s understanding of chemistry concepts in four areas: 1) Conservation of matter, 2) Physical vs. Chemical changes, 3) Molecular theory of kinetics, and, 4) Bonding. This questionnaire has been revised through the years based on Rasch analysis. Rasch analysis assesses individual’s overall ability and compares this to their performance on specific items to identify items that may be misfitting. The goal is to fine-tune the instrument to a point where it can eventually be used to measure learning gains for students in introductory chemistry courses. The most recent round of analysis revealed several misfitting items. This prompted us to combine several two tiered questions and reword a few items. In this poster I will present an overview of how the CCQ has been modified over the years and the possibilities for further modification.