How can we identify replies that accurately reflect students' knowledge? A methodological proposal

Abstract

The catalogue of conceptions that students are said to have concerning the different topics of the science curriculum is so great that some authors consider this line of research to be exhausted. However, others insist on the need to re‐examine students' conceptions in order to better describe them using new theoretical, contexts and research methods. We present an integrated set of guidelines and methodological techniques for selecting those replies that best reflect students' knowledge.