Questionnaire of multiple-choice to assessment beliefs about learning of science

Abstract

This paper shows the design of a multiple-choice questionnaire (COMVdA) to assess the beliefs related to science learning in the context of the training of future teachers of secondary schools. It has tried to maintain a principle of maximum coherence with the theoretical and structural criteria. These criteria have been previously used in the design, development and evaluation of a previous questionnaire about the vision of science (COMVdC).

The striking feature of the process is that it has made possible the discrimination of items of low quality compared to others of medium and high quality, becoming therefore a process of self-correction. We discuss the validity and reliability of the questionnaire in the state that is presented and draw our conclusions regarding their findings and their potential to be introduced as a tool for both evaluation and instruction in the training of future science teachers.