Abstract A four-tier test was administered to 116 students of grade 10 to explore the misconceptions on “amount of substance”, and 10 genuine significant misconceptions were identified. The results indicated that students lack full understanding of the amount of substance and its related concepts, especially in the definition of the amount of substance. Despite students showed overconfidence in the test, but they could clearly realize their insufficient conceptual understanding. Confidence rating index played an important role in estimating the nature of the misconceptions and understanding the students' metacognition.
CHEN Yong-Rong, DENG Feng, LIN Ying. Using Four-Tier Diagnostic Instrument to Test Misconceptions of “Amount of Substance” of Senior One Students[J]. Chinese Journal of Chemical Education, 2022, 43(17): 108-113.
