ASSESSMENT OF PRE-SERVICE TEACHERS’ CONCEPTION OF OSMOSIS AND DIFFUSION USING FOUR-TIER DIAGNOSTIC TEST IN ILORIN, NIGERIA

Abstract

This research investigated the understanding of osmosis and diffusion among pre-service science education teachers at Ilorin, Nigeria, employing a four-tier diagnostic test entitled Osmosis and Diffusion Four-tier Test. It was administered to 300 pre-service biology teachers as a test of their knowledge of osmosis and diffusion. The data gathered were analyzed using descriptive statistics of percentages and pie chart, while the hypothesis was analyzed using the t-test at .05 level of significance. Results from the study disclosed that 23% of respondents have scientific knowledge, 36% lack information, 28% have misconceptions, and 13% have no comprehension of the concepts. It further indicates that male and female pre-service teachers perceive osmosis and diffusion differently, with males having a better conception of osmosis and diffusion. These findings imply that pre-service instructors' assumptions and lack of knowledge about osmosis and diffusion will have an impact on how they teach and how their students learn. Based on the findings, it was suggested that teachers should be aware of and try to change the students' preconceptions, and that they should also be gender-conscious in their approaches to teaching. The 4-tier diagnostic test is an effective way to gauge a students’ understanding and therefore, can lead to more appropriate teaching methods for osmosis and diffusion.