<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172022000100319</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240124</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[VALIDAÇÃO DE TESTE EM TRÊS CAMADAS PARA MAPEAR PERFIS EPISTEMOLÓGICOS DE DENSIDADE]]></article-title>
<article-title xml:lang="es"><![CDATA[VALIDACIÓN DE PRUEBA EN TRES NIVELES PARA MAPEAR PERFILES EPISTEMOLÓGICOS DE DENSIDAD]]></article-title>
<article-title xml:lang="en"><![CDATA[THREE-TIER TEST VALIDATION FOR MAPPING EPISTEMOLOGICAL DENSITY PROFILES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Viviane Florentino de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amantes]]></surname>
<given-names><![CDATA[Amanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia Programa de Pós-Graduação em Ensino Filosofia e História das Ciências Salvador]]></institution>
<addr-line><![CDATA[BA ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172022000100319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172022000100319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172022000100319&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Apresentamos a validação de um teste em três camadas para acessar elementos do perfil epistemológico do conceito de densidade e o design do perfil de 249 estudantes do Ensino Médio e 75 da universidade. A partir da modelagem Rasch, avaliamos as propriedades psicométricas dos testes e investigamos o perfil. Os resultados indicaram: i) bom ajuste do modelo; ii) boa consistência interna; iii) incerteza sobre a dimensionalidade; iv) bom ajuste dos itens; e v) mau ajuste das pessoas. Identificamos que os itens que marcam a iniciação do perfil se referem a um conhecimento pouco articulado. Constatamos que itens do empirismo, que demandam raciocínio lógico mais complexo, têm seu nível de dificuldade semelhante aos da zona do racionalismo tradicional. Esse resultado reforça a necessidade de uma discussão acerca dos instrumentos que são utilizados para acessar o conhecimento dos estudantes, principalmente em termos da sua validade para alcançar esse objetivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Presentamos la validación de una prueba en tres niveles para acceder a elementos del perfil epistemológico del concepto de densidad y el diseño del perfil de 249 estudiantes de la Enseñanza Media y 75 de la universidad. A partir del modelo Rasch, evaluamos las propiedades psicométricas de las pruebas e investigamos el perfil. Los resultados indicaron: i) buen ajuste del modelo; ii) buena consistencia interna; iii) incertidumbre sobre la dimensionalidad; iv) buen ajuste de los ítems; y v) mala adaptación de las personas. Identificamos que los ítems que marcan la iniciación del perfil se refieren a un conocimiento poco articulado. Constatamos que ítems del empirismo, que exigen razonamiento lógico más complejo, tienen su nivel de dificultad semejante a los de la zona del racionalismo tradicional. Ese resultado refuerza la necesidad de una discusión sobre los instrumentos utilizados para acceder al conocimiento de los estudiantes, especialmente en términos de su validez para lograr ese objetivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: We report three-tier test validation procedures. The aim was to access epistemological profile elements about density contents, providing a profile design for 249 high school and 75 university students. We applied the Rasch Model to evaluate the tests&#8217; psychometric properties and investigate the profile. The results showed: i) good adjustment of the model; ii) good internal consistency; iii) uncertainty about dimensionality; iv) good adjustment of items; and v) poor adjustment of people. We found that the profile initiation items refer to a poorly articulated knowledge. Other results indicated that empiricism items, which demand more complex logical reasoning, have a similar difficulty level to traditional rationalism zone items. This result reinforces the need to discuss the assessment tools regarding students&#8217; knowledge, especially their validity to achieve this goal.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Perfil epistemológico de densidade]]></kwd>
<kwd lng="pt"><![CDATA[Validação de instrumento de medida]]></kwd>
<kwd lng="pt"><![CDATA[Modelo Rasch]]></kwd>
<kwd lng="es"><![CDATA[Perfil epistemológico de densidad]]></kwd>
<kwd lng="es"><![CDATA[Validación de instrumento de medida]]></kwd>
<kwd lng="es"><![CDATA[Modelo Rasch]]></kwd>
<kwd lng="en"><![CDATA[Epistemological density profile]]></kwd>
<kwd lng="en"><![CDATA[Measurement instrument validation]]></kwd>
<kwd lng="en"><![CDATA[Rasch model]]></kwd>
</kwd-group>
</article-meta>
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