Scientia et Technica Año XXVIII, Vol. 29, No. 03, julio-septiembre de 2024. Universidad Tecnológica de Pereira. ISSN 0122-1701 y ISSN-e: 2344-7214 116
Semiotic Registers Recognition on Mechanical Energy in
High School Students: Questionnaires Validation
Energy apprenticeship in High School Students: Questionnaires validation
E. Mosquera Lozano ; G. Londoño Villamil ; I. J. Idoyaga
DOI: https://doi.org/10.22517/23447214.25175
Scientific and technological research paper
Abstract— 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.
Index Terms— Mechanical Energy, Semiotic Registers,
Validation
Resumen—Este documento hace parte de los resultados de
investigación sobre el uso consciente de los registros semióticos en
el aprendizaje de la energía mecánica en estudiantes de la escuela
media. Por lo tanto, se parte de un desarrollo teórico donde se
enmarca el aprendizaje de le energía mecánica desde una
perspectiva amplia y que se sustenta en el uso de distintas
herramientas semióticas tales como los diagramas y modelos
matemáticos. Luego se analizan las posibilidades que brinda la
teoría de los registros de representación semiótica de Duval
(TRRS) como una alternativa para configurar propuestas de
aprendizaje en física. Desde este trabajo se presenta el proceso de
validación de dos cuestionarios C1 para evaluar los niveles de
reconocimiento de registros semióticos sobre trabajo y energía y
C2 para examinar los niveles de comprensión sobre trabajo
mecánico. Según los resultados, los instrumentos que se presentan
tienen validez de contenido e interna para que se utilicen en el
proceso de análisis de los datos en la investigación
correspondiente.
Palabras claves— Energía Mecánica, Registros Semióticos,
Validación
I.
INTRODUCTION
his document is part of a doctoral thesis in didactics of
natural and exact sciences that seeks to understand the
This manuscript was submitted on August 20, 2022, accepted on October 17,
2023 and published on September 27, 2024. This work was supported by the
interactions between learning mechanical energy in High
School students (15 to 16 years old) and the conscious use they
make of the different semiotic registers to achieve the
construction of knowledge..
To begin with, it must be understood that learning problems in
students have multiple causes. Among these, the negative
attitude that a large part of the students has towards learning
science and especially physics and chemistry [1], [2] stands out.
Therefore, it is necessary for science education to work in
dimensional and multidimensional perspectives to analyze
epistemological and historical aspects of the contents, the
cultural, cognitive, emotional aspects of the students and also
the interactions in the classroom [3], [4].
Among the causes of disinterest, the status of science, religious
and cultural influences are mentioned because some consider
that science contributes to well-being, but others believe the
opposite, especially due to warlike conflicts and the use of state-
of-the-art weapons. technology.
On the other hand, some researchers argue that this problem
arises from the weaknesses that occur in the mathematics
training processes and the relationships between this science
and physics.
In relation to the learning processes of mechanical energy, [5]
states that weaknesses are observed in the learning processes in
first-year university students. Among these, the following stand
out: difficulties in explicitly defining a system, using forces in
a vectorial manner, applying Newton's third law and the
concept of work and, in addition, in justifying and arguing.
Numerous semiotic representations are used in these processes.
In addition, in many didactic processes, little conscious and
structured use is made of these without considering, for
example, that the iconic representations similar to the concrete
world that were previously used from geometry, today are made
with graphic representations that are associated with models.
abstract mathematics [6] and also, with an increase in ICT [7].
T
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At the same time, [8] states that the multiple roles that the same
representation can play within an analysis should be considered
when an arrow, for example, is used to indicate or point, but
also to show force, speed and acceleration. These are used in
schematics and diagrams when phenomena are analyzed from
the perspective of representations.
In this way, the objective of this document is to show the
validation process that is followed for two questionnaires in the
learning process of mechanical energy.
THEORICAL PERSPECTIVE
A.
The Notion of Energy in Physics.
La The understanding of the concept of energy in the context of
physics is complex due to several aspects. Among these, the
following stand out: 1- firstly, from the point of view of history,
this concept is associated with the notions of "push and pull"
that influence the didactic processes [9], 2- secondly, its
etymological origin comes from the common language that the
English associate with the production of mechanical work
during the industrial revolution [10], [11], [12], 3- thirdly, the
construction of some central concepts such as kinetic energy
arise from the different views to try to quantify the amount of
movement of a body. These were Newton's on momentum and
momentum (m.v) and Leibniz's called Vis Viva (m.v² ) [13], 4-
fourthly, the study of didactic processes from alternative or
erroneous conceptions involves implicit aspects of the internal
representations of the students but it is complex to relate them
to the established mathematical models [14], and 5- fifthly, to
understand energy from physics, other complex ideas such as
the notion of system must be developed [15].
B.
The system idea in order to understand the energy from
mathematics.
The understanding of energy from the notion of systems is
made from mathematical models that consider that there are
three types of energy in a system: kinetic, potential, and
internal. Likewise, they take heat, mechanical work, radiation,
waves, matter, and electricity as mechanisms of energy transfer
and not forms of energy. Therefore, motion, height, strain,
temperature, and pressure are taken as sources for the types of
energy that are mentioned [15], [16], [17], [18], and [19].
Therefore, some researchers suggest that the study of energy be
done from a unifying (PU) and broad (PA) perspective.
In relation to the PU, these contemplate addressing the issue of
energy from the different themes of physics. For example, from
classical physics one can mention mechanics, fluids,
thermodynamics, etc.
Respecting the PA, it is proposed to study energy within a
theme considering: energy sources, types, transformation
processes, transfer, conservation, and degradation of energy.
C.
The semiotic tools in PA.
Some semiotic tools such as bar charts, energy, and flow
tracking, have an intuitive and metaphorical nature [20] and are
used in energy learning processes, researchers such as [9] cite
Strike and Posher, Hammer and they argue that they can
generate errors in the learning processes; they also constitute
valuable alternatives for the broad understanding of energy that
should be investigated to determine their effectiveness.
Fig. 1. Energy Tracking Diagram for a hand compressing a spring at constant
speed. C, K, T, and E represent chemical, kinetic, thermal, and elastic energy,
respectively. White, gray, black, striped, and hatched arrows represent
metabolism, thermal conduction, elastic compression, mechanical work, and
dissipation, respectively. Obtained from [21] y [22].
Some authors, such as [23], analyze certain problems that arise
when a semiotic representation is used to illustrate the
interaction between two systems.
Fig. 2. Taken from [23], C: Chemistry, K: Kinetic, P: Potential, i: Intern, m:
mechanic, e: electrical, Q: Heat; R: Radiation.
The problem emerges when the two systems are represented in
the classroom, but the transfer processes are omitted,
erroneously assuming that the students know them [24].
Multiple and multimodal representations are also semiotic tools
that allow the learning of mechanical energy.
Regarding the use of multiple representations, [25] this one
shows the relationships between the use of pictorial, graphic,
numerical, and linguistic elements in the analysis of mechanical
energy.
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Fig. 3. Using multiple representations to analyze mechanical energy. Taken
from [25].
Also, [25] illustrates the use of multimodal representations
where gestures constitute representations used by teachers to try
to explain concepts supported by explanations and arguments.
Fig. 4. Multimodal representations in the classroom. Taken from [25].
Finally, [26] shows the use of energy blocks as an alternative to
relate concrete and abstract aspects in the representation of
elastic potential energy in a spring.
Fig. 5. Energy blocks diagram. Taken from [26].
D.
The Theory of Semiotic Representation Records for
Physics (TRRS).
In Duval's TRRS, a semiotic record is a type of representation
that allows three operations: 1- it has conformity rules that
allow its recognition within a theoretical context (Formation),
2- it can be transformed into another type of representation
without changing the elements denoted (conversion) and
furthermore, 3- it has some rules for its transformation within
the same record (treatment) [27], [28].
According to the possibilities of converting one register into
another, it is said that there is a greater or lesser degree of
congruence between them.
This theory has as its theoretical bases the inferentialist
perspectives of the sign and the triadic semiotic models where
an attempt is made to understand the construction of knowledge
from the interaction of both external (semiotic) and internal
(thought) representations.
Although the TRRS was born for the field of mathematics, its
application in physics is possible when the characteristics of the
topics studied are taken into account. For example, [29] shows
some applications of semiotic registers in physics where
continuity problems in the use of some semiotic registers are
highlighted.
For example, when analyzing uniform rectilinear motion, it
works with continuous mathematical functions that allow
greater degrees of congruence than when working with the topic
of energy.
An investigation on the implementation of Duval's TRRS in
physics is illustrated in [30], and confirms that the main
shortcomings that students present in solving problems in
physics are in the conversion. For this, he proposes a
segmentation in significant elements of the problem to try to
increase the levels of congruence of the records and
understanding in the students.
A proposal to implement the TRRS in the classroom is made
with the investigations of [31], [32] and [33] where the triadic
semiotic registers (RST) are configured from their referential
components with iconic and verbal registers; a vehicular
component that is constituted with algebraic, graphic and
symbolic registers and also, a component of meaning from
verbal registers that are expressed with natural language.
II.
OBJECTIVE
Analyze the validation process that is followed in two
questionnaires for the learning of mechanical energy in High
School students (15 to 16 years old): 1-The first is related to the
levels of recognition of semiotic registers on work and energy
C1, 2- While the second analyzes the learning of mechanical
work C2.
III.
METODOLOGY
The validation process contemplates two questionnaires C1 and
C2. The C1 is a questionnaire on semiotic registers on work and
energy for average students. In relation to C2, it is a
questionnaire that seeks to analyze the levels of understanding
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that students have about the vectorial application of mechanical
work in real situations. The collection of information is done
through Google forms or in person. It has the participation of
10 secondary school teachers and 3 international research
experts. The information is collected between the months of
June and August 2022.
Next, the structure of C1 is illustrated, which begins with 19
questions and after conducting the first focus group is reduced
to 7.
TABLE I.
COMPONENTS OF THE QUESTIONNAIRE ON RECOGNITION OF
SEMIOTICS RECORDS (C1)
Subjects
Types of registers
Referential
Vehicular
Sense
Force, work,
energy, power
I (1):
Schemes
S (5):
Variables
V (5): Name
of the
variables
Free body
diagram
(Forces):
displacement,
applied force,
weight,
normal
G (1): Free
body
diagram
V (5)
Mechanical
work
I (1):
Schemes
G
(orthogonal
coordinate),
A (2):
Equations
V (4):
keywords
Types of
mechanical
energy
(Kinetic,
Potential) and
mechanical
work.
I (5):
Schemes
A (5):
Equations
V (5):
Equations
description
Efficiency,
power, and
mechanical
work.
I (3):
Schemes
A (3):
Equations
V (3):
Equations
description
Mechanical
energy
I (1): Photo
A (2):
Equations
V (2):
Equations
description
Measuring
units for
energy.
S (14):
Measuring
units
V (7):
Measuring
units
description
Note: I (iconic registers), S (symbolic registers), V (verbal registers), A
(algebraic registers), G (graphic registers): Type of registers (number of
registers implicated)
The design for question 4 is shown below.
Fig. 6. Question # 4 of C1. Own design on the platform
https://www.thatquiz.org/es.
There are three columns in the previous question. The first
column has iconic records that serve as a reference for the
related concept. From these, students must drag or write in each
question the corresponding equation and description.
In relation to C2, a questionnaire with 8 situations is designed
to analyze the levels of understanding about mechanical work
applied by an external force to a body from the misconceptions
in 4 levels as stated in [34].
Fig. 7. Situations to analyze the vectorial application of mechanical work.
Taken from [34].
In his research, [34] proposes to evaluate the application of the
model and the level of security in the students' responses.
According to the researcher, the student presents resistance to
learning while choosing both incorrect answers and high levels
of security against them.
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Fig. 8. Situations No 1 to analyze the vectorial application of mechanical work.
Own.
Figure 7 shows a person dragging a box on a horizontal surface.
The direction in which the force is applied, and the direction of
the body's displacement are shown below. The student is then
asked if the work done on the body is: greater than zero, less
than zero, equal to zero, or none of the above. Then they are
asked to select a level of security against the selected answer as
follows: 1- Totally insecure, 2-insecure with some confidence,
3- sure with some doubts 4-totally sure.
The results of the analysis reveal for each situation the type of
correct understanding C.C, partial C.P, alternative C.A or null
C.N that the student has for each situation.
In relation to the C.C, it occurs when the student selects both
the item and the correct argument with a security level equal to
3 or 4. The C.P occurs when the student selects the item or the
correct argument, but with security levels of 1 or 2. The AC is
the one of greatest interest to researchers because in it the
students select both the item and the incorrect argument with
security levels of 3 or 4. According to the researchers, in these
cases there may be resistance to the processes of learning.
Regarding the N.C., it occurs when both the incorrect items and
arguments are selected with security levels of 1 or 2.
The 8 situations proposed in the C2 questionnaire are described
below.
TABLE II.
C2 SITUATION CHARACTERISTICS
Situation
Description
S1
A box is dragged on a horizontal surface by a
force in the same direction as the
displacement
S2
A backpack is being carried in someone’s
back
S3
A box is lifted from the floor by a force
applied in the direction of the body's
displacement.
S4
A bag full of objects is carried by holding it in
front of the chest
S5
A box is dragged on a horizontal surface by a
force inclined towards the floor
S6
A load moves horizontally on the shovel or
bucket of a backhoe.
S7
An elevator lifts three people.
S8
A person carries an object and climbs the
stairs
A. Content and intern validation.
Results were analyzed for the 13 experts.
IV.
RESULTS
A.
Results for C1: Questionnaire on the recognition of
semiotic registers of work and energy for High School students
(15 to 16 years old).
The table of characteristics of the experts who participate in this
process is shown below.
TABLE III
C1 EXPERTS CHARACTERISTICS
Experts
Expertise areas
Years of teaching
experience
Country
E1
Physics,
Mathematics
15
Colombia
E2
Physics,
Mathematics
9
Colombia
E3
Other
3
Colombia
E4
Physics,
Mathematics
30
Colombia
E5
Physics
7
Colombia
E6
Physics
24
Colombia
E7
Physics
30
Mexico
E8
Mathematics
30
Colombia
E9
Other
15
Colombia
E10
Mathematics
10
Colombia
E11
Physics, other
35
Colombia
E12
Physics
22
Brazil
E13
Physics
1
Indonesia
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The following questions were made relating each statement in
the table I of the questionnaire C1.
1.1.
The question is easily understood (clear, precise,
unambiguous, according to the level of information and
language of the respondent).
1.2.
The answer options are adequate.
The internal validity of the instrument is analyzed with the pre-
test and post-test application for a pilot sample of 8 students
from the Cristo Rey Educational Institution of Dosquebradas-
Risaralda Colombia. The pre-test is applied on March 30, 2022,
while the post-test is carried out on July 27, 2022. The results
are shown below.
1.3.
The answer options are in the correct order.
1.4.
It is pertinent to achieve the GENERAL OBJECTIVE of
the investigation.
1.5.
It is pertinent to achieve the SPECIFIC OBJECTIVE #1
of the investigation.
1.6.
It is pertinent to achieve the SPECIFIC OBJECTIVE #2
of the research.
Observations.
The values taken for each item are:
1 = strongly disagree; 2 = disagree; 3 = disagree more than
agree; 4 = agree more than disagree; 5 = agree; 6 = strongly
agree)The objectives to which these items refer are the
following:
Main Objective
Analyze the relationships between the conscious use of the RST
on work and energy in the Mechanical Energy learning from
one (P.A) in High School students (15 to 16 years).
Specific Objectives
1-
Comprehensively characterize through the use of
semiotic registers of work and energy in the initial
understanding that students have of the average about
mechanical energy.
2-
Implement a didactic unit for the broad understanding
of mechanical energy in High School students through
the conscious use of the RST on work and energy.
3-
Evaluate the interactions between the conscious use of
the RST on work and energy and the broad
understanding of mechanical energy in high school
students due to the didactic unit that is implemented.
The internal validity index is calculated using Cronbach's Alpha
coefficient according to the recommendations of [35] , where
the range between 0.8 and 0.9 indicates that the instrument has
good internal validity.
Cronbach's Alpha coefficient is calculated for the pretest and
posttest values, finding a result of 0.94 (94%), which represents
a high level of reliability.
B.
Results for C2: Questionnaire on mechanical work for
high school students (15 to 16 years old).
The list of participating experts is shown below.
TABLE IV
C2 EXPERTS CHARACTERISTICS
Experts
Expertise areas
Years of teaching
experience
Country
E1
Physics, Mathematics
15
Colombia
E2
Physics, Mathematics
9
Colombia
E3
Physics
7
Colombia
E4
Other
3
Colombia
E5
Physics
24
Colombia
E6
Physics
30
Mexico
E7
Mathematics
10
Colombia
E8
Other
15
Colombia
E9
Other
30
Colombia
E10
Physics, Other
35
Colombia
E11
Mathematics
30
Colombia
E12
Physics
22
Brazil
E13
Physics
1
Indonesia
The content validity for C2 is carried out taking as reference the
contributions of [36] and [37] on the Lawshe model (1975)
modified by [38].
Students
Pre-test
(%)
Post-test
Average
P1
P2
P3
P4
P5
P6
P7
Post-test
(%)
E1
67
1,0
1,0
1,0
1,0
0,3
1,0
0,5
83
E2
31
0,7
1,0
1,0
1,0
0,3
0,0
0,1
60
E3
46
0,6
0,4
1,0
0,9
0,3
1,0
0,0
60
E4
41
0,7
1,0
1,0
0,8
0,3
0,0
0,2
58
E5
59
0,7
1,0
1,0
1,0
0,3
1,0
0,1
73
E6
5
0,7
0,4
1,0
0,6
0,0
0,0
0,2
41
E7
62
0,8
1,0
1,0
1,0
0,3
1,0
0,4
78
E8
39
0,7
1,0
1,0
1,0
0,3
0,0
0,2
61
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For calculating the coefficient of content validity according to
the Lawshe model, each expert was asked if the item in question
is considered "Essential", "Useful but not essential" and "Not
essential". The equation with its parameters is shown below.
n
e
-
N
CVR=
N
2
Equation 1. Content validation index.
2
n
e
: number of experts qualifying the item as "Essencial"
𝑁: 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑥𝑝𝑒𝑟𝑡𝑠
V.
CONCLUSION
According to the results, the content and internal validity for C1
is 92% and 94% for a total average value of 93%. For C2, a
content validity of 77% and internal validity of 82% are
obtained for a total average validity of 79.8%. According to the
results, the instruments are considered validated for their
application in the information analysis process in the
aforementioned research.
REFERENCES
𝐶𝑉𝑅
′
=
𝐶𝑉𝑅+1
2
Equation 2. Content Validity Ratio for each
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𝐶𝑉𝐼 =
𝑀
𝑖=1
𝐶𝑉𝑅
𝑖
Equation 3. Total Content Validity Index
[2] G. Londoño, J. Solbes, and J. Guisasola, “Aprovechamiento conceptual
𝑀
of the instrument.
𝐶𝑉𝑅
𝑖
: 𝐼𝑡𝑒𝑚 𝑤𝑖𝑡ℎ 𝑎𝑐𝑐𝑒𝑝𝑡𝑎𝑏𝑙𝑒 𝐶𝑉𝑅
𝑀: 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑐𝑐𝑒𝑝𝑡𝑎𝑏𝑙𝑒 𝑖𝑡𝑒𝑚𝑠
The results of the data analysis are shown below.
TABLE V
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Then, the validity of the instrument is analyzed by applying the
questionnaire to 32 11th grade students of the Cristo Rey
Educational Institution on August 22, 2022. To calculate the
Cronbach's alpha coefficient, the values were changed as
follows: C.C = 5; C.P =3; C.A = 2 and C.N = 1, obtaining a
value of 0.82 (82%), which represents a high reliability index.
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