نوع المستند : المقالة الأصلية
المؤلفون
1 طالبة دكتوراه في طرق تدريس العلوم، جامعة الملك سعود، معلمة أحياء، تعليم المدينة المنورة، وزارة التعليم، المملكة العربية السعودية
2 أستاذ المناهج وتعليم العلوم، قسم المناهج وطرق التدريس، كلية التربية، جامعة الملك سعود، المملكة العربية السعودية
المستخلص
عنوان المقالة [English]
المؤلفون [English]
This research aimed to develop a test for epistemological and ontological alternative concepts in genetics for secondary school students and to verify its psychometric properties. The research employed a descriptive methodology, beginning with a review of the biology (3-2) textbook (Track System, 1446 AH edition) and previous local, Arab, and international studies to identify concepts that might constitute alternative concepts for students. Based on Chi's classification (2013), an initial list of alternative concepts was developed, encompassing two main dimensions: epistemological (false beliefs, flawed mental models) and ontological (category mistakes, missing schema of emerging processes). After review by (16) experts, a 16-item multiple-choice test with justification was developed, with one item for each alternative concept. The test was administered to a sample of (35) female students in the third year of secondary school at a public school in Medina to verify its psychometric properties. The results showed a reliability coefficient (Cronbach's alpha) of (0.780) and an inter-rater agreement rate of (91.25%), indicating high reliability. The difficulty indices ranged from (0.16 to 0.86), and the discrimination indices ranged from (0.25 to 0.83), reflecting the suitability of the items for diagnostic purposes. Validity was established in the content, substantive, structural, generalizability, and consequential aspects according to Messick's model (1995). The research findings resulted in the development of a test with appropriate validity and reliability for identifying alternative concepts and tracking conceptual changes in the epistemological and ontological dimensions among secondary school students. The researchers recommend its use in diagnosing alternative concepts and its application in studies that measure the impact of teaching strategies based on conceptual change.
Keywords: Alternative Conceptions Test, epistemological Alternative Conceptions, ontological Alternative Conceptions, Conceptual Change, genetics.
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