تدوین ابزار سنجش درک مفهومی علوم پایه هشتم و تعیین رابطه آن با عملکرد تحصیلی درس علوم تجربی

هدف از این پژوهش، طراحی آزمونی پایا و معتبر برای سنجش درک مفهومی دانش آموزان در درس علوم تجربی پایه هشتم و بررسی رابطه درک مفهومی دانش آموزان پایه هشتم در درس علوم با عملکرد تحصیلی درس علوم تجربی بود. روش تحقیق، توصیفی و از نوع پیمایشی بوده است. و جامعه آماری آن را کلیه دانش آموزان پایه هشتم مدارس متوسطه دوره اول شهر داراب در سال تحصیلی 95-1394 تشکیل می دادند. با استفاده از روش نمونه گیری تصادفی چند مرحله ای، 376 نفر از دانش آموزان شامل 189 دانش آموز دختر و 187 دانش آموز پسر انتخاب شدند. برای جمع آوری اطلاعات، ابزاری به نام آزمون درک مفهومی علوم تجربی پایه هشتم با همکاری دبیران علوم تجربی ساخته شد. این ابزار دربرگیرنده 15 سوال چهار گزینه ای است که با توجه به محتوای کتاب علوم پایه هشتم تهیه شده است. به منظور ارزیابی سوال های آزمون، ضریب دشواری و ضریب تمیز سوالات محاسبه شد. و برای بررسی روایی آزمون از روایی محتوایی، روش لاشه (59/0 = cvr)  و روش تحلیل عامل اکتشافی استفاده شد. یافته ها نشان داد آزمون از روایی مناسبی برخوردار است. همچنین پایایی آزمون نیز با استفاده از روش همسانی درونی، ضریب کودر ریچارسون 20، 86/0 و روش تنصیف برابر با 83/0بدست آمد. نتایج نشان داد که آزمون درک مفهومی علوم تجربی پایه هشتم برای سنجش درک مفهومی دانش آموزان پایه هشتم در درس علوم تجربی مناسب بوده و از روایی و پایایی لازم برخوردار است. در نتیجه می توان درک مفهومی دانش آموزان پایه هشتم را نسبت به درس علوم تجربی به طور غیرمستقیم و از طریق سنجش توانایی آن ها در کاربرد و استفاده از آموخته ها مورد بررسی قرار داد. علاوه بر این، نتیجه دیگر پژوهش نشان داد که بین عملکرد تحصیلی درس علوم تجربی و درک مفهومی علوم رابطه مثبت و معنی داری وجود دارد. وقتی دانش آموزان مطالب را به صورت مفهومی یاد می گیرند، می توانند آن ها را در موقعیت های جدید بکار گیرند و به سوالات مختلف و متفاوت پاسخ مناسب دهند.

Design

The aim of this study was to develop a reliable and valid test to measure students' conceptual understanding in science course of eighth grade and investigate the relationship between conceptual understanding and academic performance in science among eighth grade students. The research method is descriptive that performed via survey. The study population consisted of all secondary school eighth grade students in the academic year 20152016 in Darab city. Using multistage random sampling method, 396 students, including 189 girls and 187 boys were selected. To collect data, a tool called Eighth Grade Science Conceptual Understanding Test (EGSCUT) was made in collaboration with eighth grade science teachers. It consists of 15 multiplechoice questions that have been prepared according to the eighth grade science book. To evaluate the test questions, difficulty level and discrimination index was calculated. And to check the TEST validity, content validity, CVR (0.59) and confirmatory factor analysis were used. The results showed that the test is valid enough. The test reliability using internal consistency, Kuder Richardson 20 and splithalf obtained 0.86 and 0.83 respectively. The result showed that “Eighth Grade Science Conceptual Understanding Test (EGSCUT)” was appropriate to assess conceptual understanding in science among eighth grade students and has required validity and reliability. As a conclusion, conceptual understanding of eighth grade students in science can be accessed via assessment of their ability to apply and use knowledge. In addition, results showed that there is a significant positive relationship between academic performance and conceptual understanding of science. When students learn content conceptually, they can apply them in new situations and respond appropriately to different questions. The aim of this study was to develop a reliable and valid test to measure students' conceptual understanding in science course of eighth grade and investigate the relationship between conceptual understanding and academic performance in science among eighth grade students. The research method is descriptive that performed via survey. The study population consisted of all secondary school eighth grade students in the academic year 20152016 in Darab city. Using multistage random sampling method, 396 students, including 189 girls and 187 boys were selected. To collect data, a tool called Eighth Grade Science Conceptual Understanding Test (EGSCUT) was made in collaboration with eighth grade science teachers. It consists of 15 multiplechoice questions that have been prepared according to the eighth grade science book. To evaluate the test questions, difficulty level and discrimination index was calculated. And to check the TEST validity, content validity, CVR (0.59) and confirmatory factor analysis were used. The results showed that the test is valid enough. The test reliability using internal consistency, Kuder Richardson 20 and splithalf obtained 0.86 and 0.83 respectively. The result showed that “Eighth Grade Science Conceptual Understanding Test (EGSCUT)” was appropriate to assess conceptual understanding in science among eighth grade students and has required validity and reliability. As a conclusion, conceptual understanding of eighth grade students in science can be accessed via assessment of their ability to apply and use knowledge. In addition, results showed that there is a significant positive relationship between academic performance and conceptual understanding of science. When students learn content conceptually, they can apply them in new situations and respond appropriately to different questions.