Desarrollo de un instrumento para evaluar las creencias sobre argumentación en el profesorado de ciencias
Resumen
La argumentación es un campo de estudio crucial y de relevancia actual, especialmente en lo que respecta a su evaluación, pues es un aspecto que sigue generando debate entre los académicos. Este artículo expone el proceso de diseño y de validación de un cuestionario escala Likert, propuesto para evaluar las creencias sobre la argumentación en profesores de ciencias. El desarrollo del cuestionario se basó en una exhaustiva revisión de la literatura y fue sometido a validación por expertos. En la fase de pilotaje, con la participación de 150 profesores de ciencias en activo, se obtuvo un alfa de Cronbach de 0.983 y un KMO de 0.974, lo que confirma la alta fiabilidad y la adecuada estructura del instrumento para su análisis factorial. El análisis factorial exploratorio reveló dos componentes principales: (a) la argumentación científica y su implementación tanto dentro como fuera del aula, y (b) la promoción y desarrollo de habilidades argumentativas. Finalmente, el análisis confirmatorio mostró un buen ajuste del modelo, lo que valida este cuestionario como una herramienta sólida y confiable para la investigación educativa en el ámbito de la argumentación científica y la formación docente.
Citas
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