The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation

By A. Chandrasegaran, David F. Treagust, Mauro Mocerino. 2007

313 citations recorded by the source corpus.

Subfields: Education, Physical and Theoretical Chemistry, Social Psychology

View Paper: https://www.semanticscholar.org/paper/330a333b659b650048c5de13fb00a48cd0d5aef2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Cengiz Tüysüz
2. Troy D. Sadler
3. Deepika Menon
4. D. Zeidler
5. Chin-Chung Tsai
6. Ying-Tien Wu
7. V. Dawson
8. G. Venville

In Physical and Theoretical Chemistry

1. Cengiz Tüysüz

In Social Psychology

1. Cengiz Tüysüz
2. Troy D. Sadler
3. Deepika Menon

Citations in the corpus

• Development of two-tier diagnostic instrument and assess students' understanding in chemistry (2009, methodology): “…diagnostic tests have been developed and were described in the literature for determining the alternative concepts (Tan and Treagust, 1999; Tan et al., 2002; Karatas et al., 2003; Chou and Chiu, 2004; Wang, 2004; Treagust, 2006; Chandrasegaran et al., 2007; Taber and Tan, 2007; Tan et al., 2008).”
• Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “65 threshold for acceptable internal consistency (Chandrasegaran et al., 2007; Nunnally & Bernstein, 1994).”