Integrating Philosophical Strategies in Introductory Quantum Physics: Design and Validation of an Instrument for Assessing Higher-Order Critical Thinking

Jesús Diego Tuero-O'Donnell; Gilberto Castrejón; Pamela Geraldine Olivo

doi:10.3991/ijep.v16i4.59871

Authors

Jesús Diego Tuero-O'Donnell Instituto Politécnico Nacional, Ciudad de México, Mexico https://orcid.org/0009-0008-4416-4417
Gilberto Castrejón CICATA, Unidad Legaria, Instituto Politécnico Nacional, Ciudad de México, Mexico https://orcid.org/0000-0002-4133-6163
Pamela Geraldine Olivo Tecnológico de Monterrey, School of Humanities and Education, Monterrey N.L., Mexico https://orcid.org/0000-0003-2882-3626

DOI:

https://doi.org/10.3991/ijep.v16i4.59871

Keywords:

critical thinking, quantum physics, philosophy, instrument validation, educational innovation, higher education

Abstract

Critical thinking is one of the fundamental competencies for 21st-century education; however, its promotion and assessment remain limited in scientific and technical degree programmes. This study forms part of a broader project aimed at qualitatively examining the development of higher-order critical thinking skills—Analysis, Synthesis, and Evaluation—through philosophical strategies applied to the learning of introductory quantum physics content in engineering students. The present paper reports the design and preliminary validation of an assessment instrument consisting of open-ended questions distributed across the ten sessions of the instructional sequence. Two validity criteria consistent with qualitative research approaches were applied to examine the instrument: credibility, established through expert judgement by seven specialists; and dependability, assessed through a stability test across two independent cohorts. Regarding credibility, a global Aiken’s V coefficient of .93 (95% CI [.75, .98]) was obtained, leading to a final version composed of 21 open-ended questions, seven for each skill. For dependability, the applied coefficients (Pearson’s r, Spearman’s ρ, Kendall’s t, and Lin’s concordance correlation coefficient) indicated moderate-to-high stabilb ity when the instrument was considered as a global construct. When examined by skill, these results were confirmed for Analysis and Synthesis; however, some inter-cohort instabilities were observed in the Evaluation skill. Further psychometric confirmation will allow for a deeper understanding of the specific characteristics of this skill and guide future research.

Author Biographies

Jesús Diego Tuero-O'Donnell, Instituto Politécnico Nacional, Ciudad de México, Mexico

Jesús Diego Tuero-O´Donnell Zulaica is a PhD candidate in Educational Physics at the National Polytechnic Institute (Mexico City). He holds bachelor's degrees in Physics and Technical Industrial Engineering, and master's degrees in Astrophysics and Renewable Energy. His research interests focus on science education, through the incorporation of philosophical strategies in the classroom, and on the development of systematic techniques for solving physics problems

Gilberto Castrejón, CICATA, Unidad Legaria, Instituto Politécnico Nacional, Ciudad de México, Mexico

Bachelor's degree in Physics and Mathematics; Bachelor's degree in Philosophy; Master of Science in Methodology of Science; PhD in Philosophy of Science. He is currently a Professor-Researcher at the Center for Research in Applied Science and Advanced Technology, Legaria Unit, of the National Polytechnic Institute (IPN) in Mexico City, in the Postgraduate Program in Physics Education. He is a member of the National System of Researchers. His research interests include Philosophy of Science, Physics Didactics, and Kantian Epistemology

Pamela Geraldine Olivo, Tecnológico de Monterrey, School of Humanities and Education, Monterrey N.L., Mexico

Pamela Geraldine Olivo Montaño is a Professor-Researcher at the School of Humanities and Education of the Tecnologico de Monterrey, Campus Guadalajara, and is a member of Mexico's National System of Researchers (SNI, Candidate Level). She holds both a PhD and a Master's degree in Philosophy of Science from the National Autonomous University of Mexico (UNAM), with a research focus on Science Communication. Her research is centred on the public communication of science, citizen science, ethics in research, and interdisciplinary approaches between the humanities and sciences

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