Force Concept Inventory-based multiple-choice test for investigating students' representational consistency
By P. Nieminen, A. Savinainen, J. Viiri. 2010
114 citations recorded by the source corpus.
Received 14 April 2010; published 25 August 2010This study investigates students’ ability to interpret multiple representations consistently i.e., representa-tional consistency in the context of the force concept. For this purpose we developed the RepresentationalVariant of the Force Concept Inventory R-FCI , which makes use of nine items from the 1995 version of theForce Concept Inventory FCI . These original FCI items were redesigned using various representations suchas motion map, vectorial and graphical , yielding 27 multiple-choice items concerning four central conceptsunderpinning the force concept: Newton’s first, second, and third laws, and gravitation. We provide someevidence for the validity and reliability of the R-FCI; this analysis is limited to the student population of oneFinnish high school. The students took the R-FCI at the beginning and at the end of their first high schoolphysics course. We found that students’
Subfields: Developmental and Educational Psychology, Education, Social Psychology
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Synthesis of Discipline-Based Education Research in Physics. (2014, background): “• TUG-K: Test of Understanding Graphs in Kinematics [13] • CSEM: Conceptual Survey in Electricity and Magnetism [16] • ECS: Energy Concepts Survey [409] • DIRECT: Determining and Interpreting Resistive Electric Circuits concept Test [410] • BEMA: Brief Electricity and Magnetism Assessment [411] • R-”