Development and Application of a Three-Tier Diagnostic Test to Assess Pre-service Science Teachers' Understanding on Work-Power and Energy Concepts

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dc.authoridYuruk, Nejla/0000-0001-9240-750X
dc.authoridYanis Kelleci, Hilal/0000-0002-9686-8538
dc.authoridINALTUN, HUSEYIN/0000-0002-1981-5539
dc.contributor.authorIrmak, Meltem
dc.contributor.authorInaltun, Huseyin
dc.contributor.authorErcan-Dursun, Jale
dc.contributor.authorYanis-Kellec, Hilal
dc.contributor.authorYuruk, Nejla
dc.date.accessioned2024-09-18T19:52:40Z
dc.date.available2024-09-18T19:52:40Z
dc.date.issued2023
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThe purpose of this study is twofold: (1) to develop and validate a three-tier diagnostic test on work, power, and energy (WPE) concepts and (2) to identify Turkish pre-service science teachers' conceptual understanding through this test. The Work, Power, and Energy Concept Test (WPECT) was developed through interviews, read-aloud sessions, and two pilot tests. Construct, content, and face validity of WPECT was achieved by various statistical procedures and expert opinions. The final version was administered to 709 pre-service science teachers (79.43% female, 20.57% male) from nine different universities which are located in seven official geographical regions of Turkey. The Cronbach alpha reliability coefficient of the test was estimated as .73. The analysis of the responses revealed that the majority of the participants showed an inadequate scientific understanding of WPE concepts. Four common alternative conceptions were held by more than 10% of the participants. These are as follows: (1) Constant pulleys produce a gain in energy and a corresponding gain in work; (2) The total amount of potential energy always transforms into the kinetic energy including frictional environments; (3) An object's total energy does not change when it is moved by a force; (4) A less muscular person moving the same object to the same distance at the same time delivers more power because s/he uses more energy. The results also presented that WPECT is a valid and reliable instrument to assess pre-service science teachers' alternative conceptions on WPE.en_US
dc.identifier.doi10.1007/s10763-021-10242-6
dc.identifier.endpage185en_US
dc.identifier.issn1571-0068
dc.identifier.issn1573-1774
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85122798440en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage159en_US
dc.identifier.urihttps://doi.org/10.1007/s10763-021-10242-6
dc.identifier.urihttps://hdl.handle.net/20.500.12483/7585
dc.identifier.volume21en_US
dc.identifier.wosWOS:000741862900001en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofInternational Journal of Science and Mathematics Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAlternative conceptionen_US
dc.subjectThree-tier diagnostic testen_US
dc.subjectPhysics educationen_US
dc.subjectWorken_US
dc.subjectpoweren_US
dc.subjectand energy conceptsen_US
dc.subjectPre-service teachersen_US
dc.titleDevelopment and Application of a Three-Tier Diagnostic Test to Assess Pre-service Science Teachers' Understanding on Work-Power and Energy Conceptsen_US
dc.typeArticleen_US

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