Publication: Diseño y construcción de un instrumento para medir las actitudes hacia el aprendizaje de la física en estudiantes universitarios
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2021
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Abstract
Ante la necesidad de contar con un instrumento que mida las actitudes hacia la enseñanza de la física a nivel universitario, se diseñó el Cuestionario de Actitudes hacia el Aprendizaje de la Física (CAAF), como un instrumento destinado para su uso con estudiantes universitarios en el contexto iberoamericano, con particular uso en el Ecuador. Se presenta un modelo conceptual de las actitudes de los estudiantes hacia el aprendizaje de la Física, que incluye los principales factores que afectan los resultados de un curso de Física en una facultad de ciencias o ingeniería. Para el efecto se utilizaron como insumo, 16 instrumentos existentes que poseen la mejor calidad psicométrica. La validez de contenido se realizó sobre un conjunto inicial de 197 ítems, por medio de la participación de 200 jueces, todos profesores de Física expertos, con calificación alta, que participaron en el concurso Quiero Ser Maestro. Y cuyo análisis factorial, IVC > 0,75 y V de Aiken > 0,90, para los criterios analizados, nos permitió contar con dos versiones del instrumento: una versión abreviada de uso diagnóstico de 35 ítems, y una versión extendida de 108 ítems. Los resultados demostraron que el instrumento tiene una confiabilidad favorable (Alfa de Cronbach: 0,875; 95% IC: 0,801 ± 0,931). Como conclusión se posee un instrumento pertinente, válido en contenido y con confiabilidad aceptable.
Given the need to have an instrument that measures attitudes towards the teaching of physics at the university level, the Attitudes towards Physics Learning Questionnaire (CAAF) was designed as an instrument intended for use with university students in the Ibero-American context, with particular use in Ecuador. A conceptual model of students' attitudes towards learning Physics is presented, which includes the main factors that affect the results of a Physics course in a science or engineering faculty. For this purpose, 16 instruments were used as input existing that have the best psychometric quality. The content validity was carried out on an initial set of 197 items, through the participation of 200 judges, all highly qualified physics teachers who participated in the contest I want to be a teacher. and whose factorial analysis, CVI> 0.75 and Aiken's V> 0.90, for the criteria analyzed, allowed us to have two versions of the instrument: a shortened version for diagnostic use of 35 items, and an extended version of 108 items. The results showed that the instrument has a favorable reliability (Cronbach's Alpha: 0.875; 95% CI: 0.801 ± 0.931). In conclusion, there is a relevant instrument, valid in content and with acceptable reliability.
Given the need to have an instrument that measures attitudes towards the teaching of physics at the university level, the Attitudes towards Physics Learning Questionnaire (CAAF) was designed as an instrument intended for use with university students in the Ibero-American context, with particular use in Ecuador. A conceptual model of students' attitudes towards learning Physics is presented, which includes the main factors that affect the results of a Physics course in a science or engineering faculty. For this purpose, 16 instruments were used as input existing that have the best psychometric quality. The content validity was carried out on an initial set of 197 items, through the participation of 200 judges, all highly qualified physics teachers who participated in the contest I want to be a teacher. and whose factorial analysis, CVI> 0.75 and Aiken's V> 0.90, for the criteria analyzed, allowed us to have two versions of the instrument: a shortened version for diagnostic use of 35 items, and an extended version of 108 items. The results showed that the instrument has a favorable reliability (Cronbach's Alpha: 0.875; 95% CI: 0.801 ± 0.931). In conclusion, there is a relevant instrument, valid in content and with acceptable reliability.
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