Brief Description

This is a questionnaire designed to investigate students’ representations of the basic concepts of electricity. It consists of four questions: one on the concept of “voltage,” one on “current intensity,” one on “electric current,” and one on “power.” Each question includes six response options. Each type of representation is categorized according to three explanatory levels: phenomenological, pre-scientific, and scientific.

Purpose

To explore the structure and development of students’ understanding of electricity concepts.

Scoring Method

Students are asked to select one of the six answers for each question. The answers correspond to three distinct levels of explanation (phenomenological, pre-scientific, scientific), which are then scored and analyzed depending on the level of scientific accuracy they represent.

Validity

The validity of the questionnaire is supported by a theoretical framework based on previous research literature regarding students’ alternative conceptions of electricity.

Reliability

No specific reliability indicators (e.g., Cronbach’s alpha) are mentioned in the source; however, the clarity of the explanatory levels and the classification of responses support the tool’s reliability.

Data Analysis and Use

The questionnaire was administered to 433 students aged 11, 13, 15, and 17, attending 5th grade, 7th grade, 9th grade, and 11th grade respectively. The responses were analyzed to better understand the changes in students’ mental representations of electricity concepts throughout their cognitive development.

References

Driver, R., Guesne, E., & Tiberghien, A. (1993). Children’s Ideas in Science. Milton Keynes: Open University Press.