While analyzing the data obtained from the ACT to determine the alternative conceptions,
the wrong answer that was the misconception was
marked in the first tier was coded (0); if participants stated that they were
sure about their answers and coded (1), the question was coded as 0-1, and
was accepted as an alternative misconception. Percentages of students and
teachers regarding their some alternative concepts were as summarized in
Table 3. Based on the data in Table 3, it could be said that students and even
physics teachers had alternative conceptions about basic astronomy
concepts. Also, the percentages of alternative conceptions that were
measured with the two-tier items in all subjects were lower than the
percentages of alternative conceptions that were measured only according
to the first tier when Table 3 was examined. This condition was caused by
lack of knowledge among students and physics teachers.