220
Biyoloji Öğretmen Adaylarının Evrim…
Misconceptions of Prospective Biology…
NEF-EFMED Cilt 11, Sayı 2, Aralık 2017/
NFE-EJMSE Vol. 11, No. 2, December 2017
Data Gathering Tool
Some procedures were followed during the development of Misconception
identification test 1) Literature review, 2) creating the item pool and developing the trial form,
3) evaluating the trial form by taking the expert opinion, 4) calculation of item-total
correlations for item analysis, 5) Crombach Alpha internal consistency reliability
The measuring tool employed in this study was set up through the consideration by
researchers of misconceptions addressed in the literature (Köse, 2010; Fahrenwald, 1999;
Gregory, 2009; Pazza, Penteado & Kavako, 2010; Rutledge & Warden, 1999; Understanding
Evolution, 2013; Varela, 2009; Yates, 2011). Test included subthemes: what evolution, how
evolution works, reconstruction, diversity, evidence, fossil, intermediate form etc. The
misconception identification test consists of 14 true-false questions structured in a two-tier
diagnostic test (Table 1). In a two-tier diagnostic test, the first tier addresses the reasons
driving the student answers while the second tier seeks open-ended answers. The second tier
of the test is structured in an open-ended layout in an aim to better measure the reasoning
capacity of students and further identify whether alternative concepts differing from pre-
identified misconceptions exist. (Mann & Treagust, 1998; Voska & Heikkinen, 2000).
To ensure the scope of validity of the scale, expert opinion was previously taken.
Thus, the trial form which included totally 14 items, was evaluated by two experts and 14
items were used without changing upon recommendations from experts.
The test consists of 14 questions was conducted as pilot study 43 students that
studying department of biology in Erzincan University and applied to an item analysis and
reliability analysis. According to item analysis; the average of item difficulty of the test is
around 0.62. Substances that have difficulty landed between 0,35 to 0,64 are medium and not
need to be corrected (Sözbilir, 2010). The average distinctiveness of the test was estimated at
0.39. Substances that have distinctiveness landed between 0,30 to 0,40 are well and not need
to be corrected (Çalık & Ayas 2003).
According to reliability analysis for with 43 students; Cronbach's alpha coefficient of
test was found to be 0,826. The test is a highly reliable.
KESKİN, B. & ÖZAY KÖSE, E.
221
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
Table 1
Misconception identification test
Item
Number
Items
True
False
1
Theory of biological evolution is a theory that explains how the
life began.
X
2
According to the theory of evolution, evolution of creatures is
not fully a random or occasional process.
X
3
The core object of evolution is to create a chain of creatures
ranging from the simpler to the more perfect.
X
4
Theory of evolution can neither be observed nor tested.
X
5
The theory of evolution has sufficiently been proven and
accepted.
X
6
The theory of evolution answers questions about the diversity of
life.
X
7
Lack of transitional forms between species in fossil records
refutes the theory of evolution.
X
8
The theory of evolution is a theory supported by evidence.
X
9
The theory of evolution is collapsing and scientists progressively
lose their faith in the theory of evolution day to day.
X
10
The exclusive scientific authority in the theory of evolution is not
Darwin.
X
11
Not individuals but populations undergo evolution.
X
12
When a creature evolves into another,
the older creature does not
necessarily extinct.
X
13
Species originate from a common ancestor and transform over
time.
X
14
Evolution is the change in the frequency of alleles making up of
a population's gene pool.
X
Data Analysis
In identifying the misconceptions of prospective biology teachers in what the theory of
evolution is, frequency and percentage distribution were used for true-false test items.
Descriptive analysis as a qualitative data analysis method was employed for the part where