Öğrencilerin bilimsel kavram yanılgılarını belirlemek için beş katmanlı bir tanı testi geliştirilmesi: Isı transferi kavramlarına bir örnek

Translated title of the contribution: Developing a five-tier diagnostic test to identify students’ misconceptions in science: an example of the heat transfer concepts

Rif’At Shafwatul Anam, Ari Widodo, Wahyu Sopandi, Hsin Kai Wu

Research output: Contribution to journalArticle


The purpose of this article is to propose a new diagnostic test that can be used to diagnose students’ deeper understanding of a concept and what they think about the concept. The instrument is a further development of the existing four-tier test by adding one more tier, drawing sub-microscopic representations. So, this new instrument is called a five-tier test. This instrument can diagnose students’ conceptions in more details and a window to student thinking that can help teachers in diagnosing students’ understanding. Concepts of heat transfer are chosen as the context for developing he instrument since they are considered as essential concepts in school science. The research involved 69 fifth-grade elementary school students from a school in Bandung-Indonesia. This study shows that the five-tier diagnostic test can be used to probe deeper understanding of students. It reveals that most elementary students know the concepts as at the macroscopic level but they had a lack of knowledge at the sub-microscopic level. This study offer new instrument for diagnosing students’ understanding that can be useful for practical purpose as well as researchers.

Original languageTurkish
Pages (from-to)1014-1029
Number of pages16
JournalElementary Education Online
Issue number3
Publication statusPublished - 2019 Jan 1
Externally publishedYes



  • Diagnostic test
  • Misconceptions
  • Multiple-tier test
  • Sub-microscopic representation drawing

ASJC Scopus subject areas

  • Education

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