The objective of this work was the theoretical modeling of a construct based on teach-
ing practice about the perception that pupils have of difficulties in problem solving (PS)
in experimental sciences, specifically physics, to predict pupil performance in PS. The
research was carried out with an incidental sample of second year of secondary education
pupils, of 13 to 14 years in age. The pupils and their teachers were involved in a project in
which PS, classroom inquiry, and Hooke’s law were considered to be central. The informa-
tion collection instrument was a Likert type questionnaire to investigate the various dif-
ficulties perceived by the pupils (Knowledge, Trust, Path, Interest,...) in the problem-solv-
ing processes applying Hooke’s law. A theoretical model was estimated and not rejected
that involved only one factor (a PS factor), with all of its variables strongly interrelated and
a set of constraints represented by covariances between theoretical hidden variables. This
model is a starting point from which to understand how pupils at this level perceive PS in
experimental sciences.
Thesis Collection
Last Deposit
