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The Matter Concept Test (MCT) included 16 four-step items and was administered to 175 students in Eskişehir. Exploratory factor analysis showed a four-factor structure (KMO=0.652) explaining 42.4% variance. KR-20 reliability was 0.816 for scientific knowledge and 0.743 for misconceptions; validity was supported by low false positive (5.2%) and false negative (3.7%) rates, with items showing medium difficulty and high discrimination.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-a-four-tier-concept-test-on-the-topic-of-matter-for-middle-school-students-report/579196/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-a-four-tier-concept-test-on-the-topic-of-matter-for-middle-school-students-report/579196.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the four-tier concept test in this study?","Question",{"text":112,"@type":113},"To determine 8th-grade students’ conceptual understanding and misconceptions regarding the topic of matter.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the Matter Concept Test (MCT) constructed and administered?",{"text":117,"@type":113},"The MCT had 16 items, each with four steps, and it was applied to 175 eighth-grade students in Eskişehir.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence supports the test’s reliability and validity?",{"text":121,"@type":113},"Reliability was supported by KR-20 values above 0.70 for both scientific knowledge (0.816) and misconceptions (0.743). 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Tamkavas1, Cemil Aydogdu2  \n1Turkish Ministry of National Education  \n2 Hacettepe University  \nTo cite this article:  \nTamkavas, C. H. & Aydogdu, C. (2026). Developing a four-tier concept test on the topic of matter for middle school students. Journal of Education in Science, Environment and Health (JESEH), 12(2), 95-119. [https://doi.org/ 10.55549/jeseh.885](https://doi.org/ 10.55549/jeseh.885)  \nThis article may be used for research, teaching, and private study purposes.  \nAny substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.  \nAuthors alone are responsible for the contents of their articles. The journal owns the copyright of the articles.  \nThe publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.  \nDeveloping a Four-Tier Concept Test on the Topic of Matter for Middle  \nSchool Students  \nCigdem H. Tamkavas, Cemil Aydogdu  \n\n| Article Info |  Abstract \u003Cbr>In this study, a four-tier concept test was developed to determine the conceptual understanding and misconceptions of 8th-grade middle school students regarding the topic of matter. The Matter Concept Test (MCT) was prepared with 16 items, each consisting of four steps, and applied to 175 eighth-grade students studying in Eskişehir. SPSS, Excel, and Factor statistical programs were used to analyze the data. According to the results of the exploratory factor analysis, the test's KMO value was found to be .652, exhibiting a four-factor structure with eigenvalues above one and explaining 42.4% of the total variance. All factor loadings were above .30, supporting the construct validity of the items. In the reliability analysis, the KR-20 coefficient for the scientific knowledge score was 0.816, and the KR- 20 coefficient for the misconception score was 0.743. Both values being above .70 indicate that the test is reliable. Furthermore, the false positive average was calculated to be 5.2%, and the false negative average was calculated to be 3.7% . Both ratios being below the 10% threshold specified in the literature support the validity of the test. When the item difficulty and discrimination indices were examined, it was seen that the test consisted of items of medium difficulty and high discrimination. The findings showed that students had clear misconceptions about pure matters, atoms, mixtures and the separation of mixtures. This finding supports that the developed test can identify conceptual errors across multiple dimensions, including content knowledge, reasoning and confidence levels. In conclusion, the developed four-tier concept test was evaluated as a measurement tool that reliably and validly reveals both students' scientific knowledge and their misconceptions. |\n| --- | --- |\n| Article History\u003Cbr>Published:\u003Cbr>01 April 2026\u003Cbr>Received:\u003Cbr>10 August 2025\u003Cbr>Accepted:\u003Cbr>21 November 2025 |  |\n| Keywords\u003Cbr>Misconception, Four-tier test, Science education. |  |\n\nIntroduction  \nConceptual misconceptions in education are a fundamental problem in education and teaching, arising from the negative impact of students'/teachers' scientifically incorrect or incomplete knowledge of a subject on the educational process (Smith et al., 1993; Türkdoğan et al., 2015) . Although there is erroneous or incomplete information in misconceptions, not every error or incomplete information encountered is a misconception (Eryılmaz, 2002; Önder Çelikkanlı, 2019) . To speak of a misconception, it is necessary that a thought/knowledge possessed on a subject does not correspond with scientific knowledge and that, despite this, the false knowledge/thought ","cbCaiaxoP7igmLni","https://ap.wps.com/l/cbCaiaxoP7igmLni","pdf",868483,26,"English","# Introduction\n## Conceptual misconceptions in education\n## Tools to identify misconceptions: two-tier and three-tier tests\n## Limitations and motivation for four-tier tests","[{\"question\":\"What is the purpose of the four-tier concept test in this study?\",\"answer\":\"To determine 8th-grade students’ conceptual understanding and misconceptions regarding the topic of matter.\"},{\"question\":\"How was the Matter Concept Test (MCT) constructed and administered?\",\"answer\":\"The MCT had 16 items, each with four steps, and it was applied to 175 eighth-grade students in Eskişehir.\"},{\"question\":\"What evidence supports the test’s reliability and validity?\",\"answer\":\"Reliability was supported by KR-20 values above 0.70 for both scientific knowledge (0.816) and misconceptions (0.743). Validity was supported by low false positive (5.2%) and false negative (3.7%) rates and acceptable factor loadings and structure.\"}]","Developing a Four-Tier Concept Test on the Topic of Matter for Middle School Students - report | PDF",1792035189,66]