Three-Tier Open-Reason Test: Analyzing Misconceptions and Obstacles Students through Individual-Centered Written Verbal Representations on Physics Concept.
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| Title: | Three-Tier Open-Reason Test: Analyzing Misconceptions and Obstacles Students through Individual-Centered Written Verbal Representations on Physics Concept. |
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| Authors: | Bin Amiruddin, Mohd Zaidi1, Samsudin, Achmad1 achmadsamsudin@upi.edu, Suhandi, Andi1, Costu, Bayram2, Fenyvesi, Kristóf3 |
| Source: | Science Education International. 2026, Vol. 37 Issue 1, p81-86. 6p. |
| Subject Terms: | *Common misconceptions, *Physics education, *Teaching methods, *Concept learning, Rasch models |
| Abstract: | This study investigates students’ conceptions of the free-fall motion concept. The three-tier open-reason test was used as an instrument to diagnose students’ conceptual understanding. A total of 20 high school students (10 males and 10 females) participated in this study. The analysis focused on individual-centered verbal written representations to uncover students’ understanding, misconceptions (MCs), and the reasoning behind their answers. The results indicate that the most dominant MCs is the belief that gravity does not act in a vacuum. While some students demonstrated partial or sound understanding, many provided guessing or non-scientific answers. Rasch analysis was employed to measure individual student abilities and map item difficulty, enabling the identification of students who require targeted interventions. These findings highlight the importance of addressing specific MCs and applying tailored instructional approaches to enhance conceptual understanding in physics. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193379696 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Three-Tier Open-Reason Test: Analyzing Misconceptions and Obstacles Students through Individual-Centered Written Verbal Representations on Physics Concept. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bin+Amiruddin%2C+Mohd+Zaidi%22">Bin Amiruddin, Mohd Zaidi</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Samsudin%2C+Achmad%22">Samsudin, Achmad</searchLink><relatesTo>1</relatesTo><i> achmadsamsudin@upi.edu</i><br /><searchLink fieldCode="AR" term="%22Suhandi%2C+Andi%22">Suhandi, Andi</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Costu%2C+Bayram%22">Costu, Bayram</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Fenyvesi%2C+Kristóf%22">Fenyvesi, Kristóf</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education+International%22">Science Education International</searchLink>. 2026, Vol. 37 Issue 1, p81-86. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Common+misconceptions%22">Common misconceptions</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br /><searchLink fieldCode="DE" term="%22Rasch+models%22">Rasch models</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates students’ conceptions of the free-fall motion concept. The three-tier open-reason test was used as an instrument to diagnose students’ conceptual understanding. A total of 20 high school students (10 males and 10 females) participated in this study. The analysis focused on individual-centered verbal written representations to uncover students’ understanding, misconceptions (MCs), and the reasoning behind their answers. The results indicate that the most dominant MCs is the belief that gravity does not act in a vacuum. While some students demonstrated partial or sound understanding, many provided guessing or non-scientific answers. Rasch analysis was employed to measure individual student abilities and map item difficulty, enabling the identification of students who require targeted interventions. These findings highlight the importance of addressing specific MCs and applying tailored instructional approaches to enhance conceptual understanding in physics. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.33828/sei.v37.i1.8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 81 Subjects: – SubjectFull: Common misconceptions Type: general – SubjectFull: Physics education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Concept learning Type: general – SubjectFull: Rasch models Type: general Titles: – TitleFull: Three-Tier Open-Reason Test: Analyzing Misconceptions and Obstacles Students through Individual-Centered Written Verbal Representations on Physics Concept. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bin Amiruddin, Mohd Zaidi – PersonEntity: Name: NameFull: Samsudin, Achmad – PersonEntity: Name: NameFull: Suhandi, Andi – PersonEntity: Name: NameFull: Costu, Bayram – PersonEntity: Name: NameFull: Fenyvesi, Kristóf IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1450104X Numbering: – Type: volume Value: 37 – Type: issue Value: 1 Titles: – TitleFull: Science Education International Type: main |
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