Energy apprenticeship in High School Students: Questionnaires validation
DOI:
https://doi.org/10.22517/23447214.25175Keywords:
Mechanical Energy , Semiotic Registers, ValidationAbstract
This study is part of a broader research initiative focused on the effective use of semiotic registers in the teaching and learning of mechanical energy among high school students.
The research is grounded in a theoretical framework that addresses the learning of mechanical energy from a comprehensive perspective, incorporating various semiotic tools
such as diagrams and mathematical models. Duval’s Theory of Semiotic Representation Registers (TRRS) is examined as an alternative approach to designing educational strategies in physics. This paper presents the validation process of two questionnaires: C1, which assesses students' levels of recognition of semiotic registers related to work and energy, and C2, which evaluates their understanding of mechanical work. The findings indicate that the instruments possess strong content and internal validity, making them suitable for use in subsequent data analysis during the research process.
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