Modifying the test of understanding graphs in kinematics

Zavala, Genaro; Tejeda, Santa; Barniol, Pablo; Beichner, Robert J.

doi:10.1103/physrevphyseducres.13.020111

Cited by 47 publications

(58 citation statements)

References 15 publications

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“…For a more detailed analysis of the answer choices, the distractor analysis from the original data was used [9]. Based on the frequency of answer choices published by Table 3.…”

Section: Students' Visual Attention On Different Answer Optionsmentioning

confidence: 99%

Visual attention while solving the test of understanding graphs in kinematics: an eye-tracking analysis

et al. 2020

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This study used eye-tracking to capture the students' visual attention while taking the test of understanding graphs in kinematics (TUG-K). A total of N = 115 upper-secondary-level students from Germany and Switzerland took the 26-item multiple-choice instrument after learning about kinematics graphs in the regular classroom. Besides choosing the correct alternative among research-based distractors, the students were required to judge their response confidence for each question. The items were presented sequentially on a computer screen equipped with a remote eye tracker, resulting in a set of approx. 3000 paired responses (accuracy and confidence) and about 40 hours of eye movementdata (approx. 500.000 fixations). The analysis of students' visual attention related to the item stems (questions) and the item options reveal that high response confidence is correlated with shorter visit duration on both elements of the items. While the students' response accuracy and their response confidence are highly correlated on the score level, r(115) = 0.63, p < 0.001, the eye-tracking measures do not sufficiently discriminate between correct and incorrect responses. However, a more fine-grained analysis of visual attention based on different answer options reveals a significant discrimination between correct and incorrect answers in terms of an interaction effect: Incorrect responses are associated with longer visit durations on strong distractors and less time spent on correct options while correct responses show the opposite trend. Outcomes of this study provide new insights into the validation of concept inventories based on students' behavioural level.

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“…For a more detailed analysis of the answer choices, the distractor analysis from the original data was used [9]. Based on the frequency of answer choices published by Table 3.…”

Section: Students' Visual Attention On Different Answer Optionsmentioning

confidence: 99%

Visual attention while solving the test of understanding graphs in kinematics: an eye-tracking analysis

et al. 2020

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“…We designed the research problem inspired by TUG 16 (Pérez-Goytia, Dominguez, & Zavala, 2010) and TUG-K 3.0 (Zavala, Tejeda, Barniol, & Beichner, 2017). We analyzed the communication of student pairs to harness the wealth of the discussion generated by working in collaboration.…”

Section: Literature Reviewmentioning

confidence: 99%

Influence of Interactions in the Collaborative Solving of a Velocity Problem

Tejeda

Domínguez

2018

Int Elect J Math Ed

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Understanding a graph in pairs, in a productive way, improves the comprehension of a concept. In this research, we had 2 objectives: 1) to delve deep into the behavior of 15 pairs of remedial physics students when solving a problem with a graph of velocity, 2) to understand the interchange of personal meanings during their interactions. We posed the problem through an interview about velocity given a graph of position. We analyzed the participants' behavior based on the mathematical problem-solving theory of Schoenfeld. This analysis brought on the examination of interactions through grounded theory. We found that communication in the interchange of meanings and the quality of interactions is linked to productivity in problemsolving. We worked with a few emergent propositions based on behavior and interactions of pairs, then we identified specific alternative conceptions that students utilized to discuss the problem, how they managed their time and the richness of their contributions. Finally, we concluded that the mapping is a powerful tool that offers a view of students' mental paths while solving problems that allow to assess the nature of the conceptual models originated by the interaction.

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“…Estos exámenes deben cumplir con pruebas estadísticas de confiabilidad y poder discriminatorio (Ding et al, 2006). En el área de la educación de la física se han diseñado varios exámenes de este tipo para evaluar el entendimiento conceptual en diversos temas (Hestenes et al, 1992;Maloney et al, 2001;Wattanakasiwich et al, 2013;Barniol y Zavala, 2014a;2014b;Zavala et al, 2017). El test The Conceptual Survey of Electricity and Magnetism (CSEM), diseñado por Maloney et al (2001), evalúa el entendimiento conceptual en electricidad y magnetismo y ha sido utilizado en diferentes partes del mundo (Planinic, 2006).…”

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La prueba conceptual de electricidad y magnetismo: análisis de confiabilidad y estudio de las dificultades más frecuentes

2018

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RESUMEN • La pruebaThe Conceptual Survey of Electricity and Magnetism (CSEM) ha sido ampliamente utilizada en el área de la educación de la física. Sin embargo, hasta la fecha no existe un estudio que presente el test en su versión en español. Este artículo tiene tres objetivos generales: 1) presentar el CSEM en su versión en español y analizar la confiabilidad y poder discriminatorio de este, 2) realizar un análisis detallado de las dificultades más frecuentes de los estudiantes en los conceptos evaluados en el test y 3) establecer recomendaciones para la investigación e instrucción de estos conceptos. El test fue implementado a 310 estudiantes que terminaban el curso Electricidad y Magnetismo de una universidad mexicana. El test en su versión en español, que presentamos en el proyecto Physport (physport.org), los análisis y las recomendaciones para la instrucción pueden ser utilizados por investigadores o por profesores de física de países hispanohablantes. PALABRAS CLAVE: electricidad; magnetismo; entendimiento conceptual; instrumento de opciones múltiples; análisis de confiabilidad. ABSTRACT • The Conceptual Survey of Electricity and Magnetism (CSEM) has been widely used in the field of physics education. However, to date, no study presents a version of the test in Spanish. This article has three general objectives: 1) to present the CSEM in Spanish and analyze its reliability and discriminatory power, 2) to perform a detailed analysis of the most frequent difficulties of the students in the concepts evaluated in the test, and 3) to establish recommendations for research and instruction of these concepts. The test was implemented to 310 students who finished an Electricity and Magnetism course in a Mexican university. Researchers or physics professors from Spanish-speaking countries may use the test in Spanish that we present in the PhysPort project (physport.org); and the analysis and recommendations for instruction in this study.

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Modifying the test of understanding graphs in kinematics

Cited by 47 publications

References 15 publications

Visual attention while solving the test of understanding graphs in kinematics: an eye-tracking analysis

Visual attention while solving the test of understanding graphs in kinematics: an eye-tracking analysis

Influence of Interactions in the Collaborative Solving of a Velocity Problem

La prueba conceptual de electricidad y magnetismo: análisis de confiabilidad y estudio de las dificultades más frecuentes

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