Representations in Physics: Construction and Validation of a Questionnaire for Higher Secondary Education

This paper report the construction of a questionnaire to investigate high school students’ representations of physics concepts. The development of the instrument went through different stages of revisions and implementation among students and experts in Physics. The final version was applied to a sa...

Full description

Saved in:
Bibliographic Details
Main Authors: Flores-Camacho, Fernando, Gallegos-Cázares, Leticia, Lima González, Cynthia
Format: Online
Language:spa
Published: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Online Access:https://redie.uabc.mx/redie/article/view/1728
Tags: Add Tag
No Tags, Be the first to tag this record!
id redie-article-1728
record_format ojs
spelling redie-article-17282024-05-08T20:42:51Z Representations in Physics: Construction and Validation of a Questionnaire for Higher Secondary Education Representaciones en Física: construcción y validación de un cuestionario para la Enseñanza Media Superior Flores-Camacho, Fernando Gallegos-Cázares, Leticia Lima González, Cynthia Science Education assessment representations. Enseñanza de las ciencias evaluación representaciones. This paper report the construction of a questionnaire to investigate high school students’ representations of physics concepts. The development of the instrument went through different stages of revisions and implementation among students and experts in Physics. The final version was applied to a sample of 120 high school students (Science and Humanities College, UNAM). Questionaire validity included item analysis of intelligibility, completeness, and structure equivalence. The Rasch Partial Credit Model analysis was conducted to identify the different levels of knowledge integration of students’ responses. Alpha Cronbach was calculated (0.75) as a measure of reliability. Results show that the questionnaire characterizes properly the diverse types of external representations used by students –e.g. written answers, schemes, graphs and drawings. The results obtained through this kind of questionnaires can contribute to the new theoretical approaches in science education focused on representations and their dynamics of change in students’ thinking. Este trabajo da cuenta de la construcción de un cuestionario para determinar las representaciones de conceptos y procesos físicos en estudiantes de bachillerato. La elaboración del instrumento pasó por diferentes etapas de revisión y aplicación entre grupos de alumnos y expertos en Física. La versión final se aplicó a una muestra de 120 alumnos de 6o. año de bachillerato del Colegio de Ciencias y Humanidades de la UNAM. El instrumento transitó por diversos criterios de validez (pertinencia, inteligibilidad, completitud y estructura equivalente) y pruebas de confiabilidad (Alfa de Cronbach y Modelo de Crédito Parcial de Rasch), de tal manera que se obtuvo un instrumento confiable para caracterizar diversos tipos de representaciones externas, como son las respuestas escritas, los esquemas, las gráficas y los dibujos. Los resultados muestran que este tipo de cuestionarios puede contribuir a los nuevos enfoques en enseñanza de las ciencias centrados en las construcciones representacionales y en la dinámica de cambio del pensamiento de los estudiantes. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-05-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/redie/article/view/1728 10.24320/redie.2020.22.e14.1728 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 17 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 17 1607-4041 spa https://redie.uabc.mx/redie/article/view/1728/1996 https://redie.uabc.mx/redie/article/view/1728/1997 https://redie.uabc.mx/redie/article/view/1728/2027 Derechos de autor 2020 Fernando Flores-Camacho, Leticia Gallegos-Cázares, Cynthia Lima González https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Flores-Camacho, Fernando
Gallegos-Cázares, Leticia
Lima González, Cynthia
spellingShingle Flores-Camacho, Fernando
Gallegos-Cázares, Leticia
Lima González, Cynthia
Representations in Physics: Construction and Validation of a Questionnaire for Higher Secondary Education
author_facet Flores-Camacho, Fernando
Gallegos-Cázares, Leticia
Lima González, Cynthia
author_sort Flores-Camacho, Fernando
title Representations in Physics: Construction and Validation of a Questionnaire for Higher Secondary Education
title_short Representations in Physics: Construction and Validation of a Questionnaire for Higher Secondary Education
title_full Representations in Physics: Construction and Validation of a Questionnaire for Higher Secondary Education
title_fullStr Representations in Physics: Construction and Validation of a Questionnaire for Higher Secondary Education
title_full_unstemmed Representations in Physics: Construction and Validation of a Questionnaire for Higher Secondary Education
title_sort representations in physics: construction and validation of a questionnaire for higher secondary education
description This paper report the construction of a questionnaire to investigate high school students’ representations of physics concepts. The development of the instrument went through different stages of revisions and implementation among students and experts in Physics. The final version was applied to a sample of 120 high school students (Science and Humanities College, UNAM). Questionaire validity included item analysis of intelligibility, completeness, and structure equivalence. The Rasch Partial Credit Model analysis was conducted to identify the different levels of knowledge integration of students’ responses. Alpha Cronbach was calculated (0.75) as a measure of reliability. Results show that the questionnaire characterizes properly the diverse types of external representations used by students –e.g. written answers, schemes, graphs and drawings. The results obtained through this kind of questionnaires can contribute to the new theoretical approaches in science education focused on representations and their dynamics of change in students’ thinking.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2020
url https://redie.uabc.mx/redie/article/view/1728
_version_ 1798984256585728000