Análisis de contenido de las pruebas de acceso a la universidad en la asignatura de Química en Andalucía

  1. Rosario Franco Mariscal
  2. José María Oliva Martínez
  3. Almoraima Gil Montero
Journal:
Revista Eureka sobre enseñanza y divulgación de las ciencias

ISSN: 1697-011X

Year of publication: 2015

Volume: 12

Issue: 3

Pages: 456-474

Type: Article

DOI: 10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2015.V12.I3.05 DIALNET GOOGLE SCHOLAR lock_openRODIN editor

More publications in: Revista Eureka sobre enseñanza y divulgación de las ciencias

Abstract

In this work, the test question typology to higher education access in chemistry subject has been studied. This study was performed in the autonomous community of Andalusia. According to curriculum topics and the category system proposed by Smith, Nakhleh y Bretz (2010) for chemistry exams, 576 questions were analyzed. The most frequent topics were stoichiometry, formulation and chemical nomenclature and acid-base equilibria, which accounted for about two thirds of the questions. The three categories of questions used were: definition, algorithmic and conceptual questions were used. It was observed a predominance of the algorithmic questions, although in recent years, some progresses of conceptual questions have been observed, but not statistically significant changes. A clear dependence between the type of question and the specific issue involved was observed. Therefore, questions about formulation were mostly included in the “definition” category, question about stoichiometry and thermodynamic in the “algorithmic” category and atom, periodic table and chemical bond questions were included in the conceptual category. From the data obtained, the need for a reorientation in the future of PAU tests is discussed

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Data source: Dialnet