How do we address common misconceptions of chemistry concepts? Developing a tool to asses chemistry understanding.
Research Mentor(s)
Borda, Emily
Description
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.
Document Type
Event
Start Date
14-5-2015 10:00 AM
End Date
14-5-2015 2:00 PM
Department
Chemistry
Genre/Form
student projects; posters
Subjects – Topical (LCSH)
Chemistry--Study and teaching
Type
Image
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
How do we address common misconceptions of chemistry concepts? Developing a tool to asses chemistry understanding.
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.