A research on the usability of two-stage questions in determining the conceptual errors occuring in 5th grade students of primary education reletad to the topic of ?the change and identification of substance? during the science and technology lesson

The objective of this study is to develop a two-tier test to determine the conceptual errors related to heat and temperature occurring in 5th grade students.During the test developing process, questions were prepared in accordance with the two-tier test developing process. The questions prepared were reviewed by two faculty members who were experts in this field, the recommended changes were performed and the preliminary form consisting of 32 questions were made ready for pilot application. The pilot applications were carried out on 258 5th graders of basic education. The data obtained from pilot applications were analyzed according to KR 20 method and 13 questions that had reliability less than 0.65 were excluded from test. Thus, a last questionnaire consisting of 19 questions was obtained. The last questionnaire was applied to 125 5th graders, as a result of KR 20 analysis 7 questions that had reliability less than 0.70 were excluded from scale and actual scale was structured. The KR 20 values of the questions included in scale vary between 0.70 and 0.74. Their difficulty levels are between 0.42 and 0.96. The scope validity study of the scale has been carried out based on the opinions of the class and science teachers who work in elementary schools. For this purpose, teachers were asked to give each question a score between 1 and 10. As a result of statistical analyses it was determined that a vast majority of teachers were evaluated 12 questions between 8 ? 10 points.The results of the analysis show that the two-tier test developed can be utilized reliably in determining the conceptual errors occurring in 5th grade students related to heat and temperature.Key Words: Misconceptions, heat and temperature, two-tier test, primary education, science education