Using a two-tier multiple choice diagnostic test to explore the understanding of atomic structure of Thai grade 10 students with different learning experience (Thai)

Abstract

This research aims to study the use of the Atomic Structure Concept Test (ASCT) which was developed in the form of a two-tier multiple choice diagnostic test to explore understanding of atomic structure concepts of students who had different learning experiences. The final version of ASCT was administered to 280 Thai Grade 10 students in the academic years 2006 - 2007. The data was analyzed by descriptive statistics to determine the percentages of students who answered correctly. Student's understanding could be categorized into 3 groups: conceptual-rational understanding, rote memory and alternative conception. The results show that students tend to remember without understanding, as well as that students could not connect scientist's work to knowledge to be found in topics of the construction and role of models in the study of atomic theory, and the connection between scientist's experiment and the formation of atomic models and the electron arrangements in an atom. This implies that it is necessary to consider and improve the process for meaningful instruction and learning.