Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14208
Title: 
Teachers’ misconceptions of science as revealed in science examination papers
Authors: 
Issue Date: 
Nov-2004
Citation: 
Boo, H. K., & Ang, K. C.. (2004). Teachers’ misconceptions of science as revealed in science examination papers. In L. C. Chew (Ed.), Innovation & enterprise: Education for the new economy: Proceedings for the ERAS Conference (pp. 114-124). Singapore: Educational Research Association.
Abstract: 
Assessment is an integral and vital part of teaching and learning, providing feedback on
progress through the assessment period to both learners and teachers. However, if test items are flawed because of misconceptions held by the question setter, then such test items are invalid as an assessment tool. This paper highlights some common misconceptions found in a sample of 100 primary science examination papers. These
include question setters' misconceptions concerning energy and force, effects of heating
and cooling, changes in states of matter, respiration and breathing. Specific questions
where misconceptions are found are discussed.
Description: 
This paper was published in the Proceedings of ERAS Conference held in Singapore from 24-26 November 2004
URI: 
Appears in Collections:Conference Papers

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