This study reports the development of a 19-item Flame Test Concept Inventory, an assessment tool to measure students’ understanding of atomic emission. Fifty-two students enrolled in secondary and postsecondary chemistry courses were interviewed about atomic emission and explicitly asked to explain flame test demonstrations and energy level diagrams. Analysis of students’ explanations offered insight into students’ alternative conceptions and was used to design items and distractors for a 19-item Flame Test Concept Inventory about atomic emission. Results from a pilot study with first-year university chemistry and with upper-division chemistry students were analyzed to create a final version of the inventory that was administered to both secondary students (N = 459) and first-year university students (N = 100) who had completed formal instruction and course assessment about atomic emission. Analysis of student responses indicated the inventory generated valid and reliable data. Common alternative conceptions about atomic emission that remain postinstruction and their prevalence are discussed.

中文翻译：

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火焰测试概念清单的开发：测量学生对原子发射的思考

这项研究报告了一项19项火焰测试概念清单的开发，该清单是一种评估工具，用于衡量学生对原子发射的理解。接受中学和中学后化学课程的52名学生就原子发射进行了采访，并明确要求他们解释火焰测试示范和能级图。通过对学生的解释进行分析，可以洞悉学生的替代概念，并被用于设计有关原子发射的19个项目的火焰测试概念清单的项目和干扰项。通过对一年级大学化学专业和高年级化学专业学生进行的初步研究的结果进行了分析，以创建最终版本的清单，该清单将同时提供给中学生（N = 459）和一年级大学学生（N = 459）N = 100）已完成有关原子发射的正式指导和课程评估。对学生回答的分析表明，清单生成了有效且可靠的数据。讨论了仍保留在教学后的关于原子发射的常见替代概念及其普遍性。