Development, validation and evaluation of a multiple-choice questionnaire to identify and to characterize preservice teachers’ science views

Abstract

The design of a multiple-choice test (COMVDC) to evaluate scientific beliefs of future secondary teachers is shown. The followed way has involved several years of fieldwork and has ended in a questionnaire with advantages and disadvantages with respect to other instruments with similar objectives. The most outstanding characteristic of this process is that it has made possible the discrimination of questions of low quality as opposed to others of average and high, becoming therefore a self-correction process. We discuss the validity and the reliability of the current questionnaire and we extract conclusions about their possibilities to be introduced like a tool of evaluation and teaching in the formation of future teachers of science.