<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412020000100114</article-id>
<article-id pub-id-type="doi">10.24320/redie.2020.22.e14.1728</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representaciones en Física: construcción y validación de un cuestionario para la Enseñanza Media Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Representations in Physics: Construction and Validation of a Questionnaire for Higher Secondary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Camacho]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallegos-Cázares]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima González]]></surname>
<given-names><![CDATA[Cynthia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Texas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412020000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412020000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412020000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper report the construction of a questionnaire to investigate high school students&#8217; 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&#8217; 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&#8217; thinking.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[representaciones]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[representations]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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