Translation of Force Concept Inventory: Filipino Version

Perez, Khristine Diane A. Sengson, Chrystel D. IV-35 BSE Physics

INTRODUCTION All of us are aware that science and understanding science is important. Through science we can explain the occurrence of different phenomena and invent new things to make our lives easier. Therefore, physics which is the basic science plays a key role in the future progress of humankind. It is the study of matter and its motion through space-time. Since everything that surrounds us in the universe is made of matter, it stands to reason that physics is an integral part of everything we do during the course of our daily lives (Oracle Education Group. (n.d). Hompage. Retrieved August 15, 2011 from, http://www.blurtit.com/q8591009.html). For all these reasons, physics is an essential part of the educational system and of an advanced society (IUPAP. (March, 1999). A statement adopted from IUPAP. Retrieved September 3, 2011 from, http://www.triumf.info/hosted/iupap/C12/IUPAP_AIMS.html). However, according to research, most countries experience unimpressive Physics learning efficiencies among university students. The researches stated the general reasons that led to this phenomenon students usually find Physics both uninteresting and difficult. As a result, they lose the interest in the subject. Moreover, the students lack the mastery of the basic knowledge/concept that led to different misconceptions in Physics (Seidel L. et al. 2010). Mastery of the basic concepts, not only in Physics, is important for the students to go through the next level; to understand the more complex topics. The basic concepts in Physics underlies in Newtonian Mechanics which includes the laws of motion and the concept of force. But many students, even other people, have a vague system of beliefs about the physical world, loosely based on their empirical experience which is often wrong. These beliefs tend to have situation-dependent meanings (Hestenes et al. 1992). Thus, it is necessary to identify students

wrong beliefs about how the physical world works in order to successfully make the transition from simple to complex understanding. Hestenes, et al. (1992) developed the Force Concept Inventory (FCI) to evaluate the effectiveness of introductory mechanics. Furthermore, to help the teachers determine the most common misconceptions found in the beliefs of students on force, which needed more attention. Another hindrance to students success in learning science is the language of instruction (Ogenia, et al., 2008), for science concepts demands linguistic and conceptual knowledge. Unfortunately, many Filipino students, even the college graduates, are not proficient in speaking, writing, and comprehending English, which is the language of instruction and communication in many different subjects like science. As a result, the students cannot fully understand what the teacher has said, what the teacher has written on the board, and/or what was written or asked in the examinations. Balce (2010) said that science concepts cannot be sharpened unless one uses his/her mother tongue. If Filipino children will keep on using foreign language to understand science concepts, then, they can only be at low level of cognition in science. Furthermore, Balce (2010) believed that using the mother tongue increases science achievement of students with varying abilities. Kintanar (2000) recommended adapting a medium of instruction which the students can use naturally and with ease so that they can advance their knowledge that could enable them to cope with the modern world. In other countries, they formulated different tools using their nave languages to lessen the difficulties of the students especially in science. In fact, the FCI created by Hestenes are now available in different versions. Aside from English, FCI is also available in Spanish, German

(Deutsch), Malaysian (Bahasa), Chinese, Finnish (Suomi), Turkish (Turkic), Swedish, Russian, Italian, Czech, Greek, Persian, Slovak, French, Japanese, Arabic, and Croatian. Therefore, FCI is being used by different countries in their native language, which enables them to understand the questions in every item very well. As recommended by Kintanar and using the idea that the FCI is now available in different languages, the researchers will translate and validate the FCI in Filipino, which is our mother tongue language.

STATEMENT OF THE PROBLEM The FCI is a widely used standardized tool in assessing mastery in Newtonian Mechanics. This tool has been used many times worldwide. In fact, there are eighteen (18) countries which developed their own version of FCI. With this regard, the primary concern of this study is to translate Force Concept Inventory in Filipino. Specifically, this study will answer the following questions: 1. What are the assessment level of the translated FCI (as recommended by experts)

SIGNIFICANCE OF THE STUDY This research will pave way to the usage of Philippines native language in the production of the new version of the FCI: Filipino version. Furthermore, this study will be helpful to the following: Teachers and Instructors: These people will determine the common misconceptions of students and will know the effects of the language of instruction used in the assessment tools and the like, in the performance of the students. Also, it will lessen their burden in reiterating or oral retelling of the directions. Moreover, it can also serve as their basis in developing tools that will enrich both their and the students vocabulary. Students: Students will be able to use their native language which allows them to understand the questions in the FCI and other examinations better. Moreover, it will help them identify and ameliorate their weaknesses and other unsatisfactory comportment. Curriculum Makers and Developers and Educational Agencies: The result of the study will provide some insights for curriculum makers and developers in designing or renewing the science curriculum, instructional and assessment materials using our countrys national language. Furthermore, educational agencies in the Philippines and/or may develop a program that will help the students in overcoming their difficulties. Future Researchers: These people will know if the FCI: Filipino version is effective and will lessen the number of wrong answers of students in the said examination. Through this, it can

be determined if misconceptions found in recent researches are really misconceptions of students or just a product of difficulty in understanding the used language of instruction. Hopefully, the study will inculcate the sense of nationalism and appreciation of our language. SCOPE AND LIMITATIONS The researchers delimited the coverage of their study with the following conditions and parameters: The study aims to translate the Force Concept Inventory (FCI) in Filipino using the organizational procedure. This procedure involves a constant re-evaluation of experts of the translation made. It also includes the comparison of the existing translation with the translation of the same text, meaning, after translating it to the Filipino version, it will again be translated to English. This procedure also evaluates the effectiveness of the text through the opinion of the target audience. According to Newmark, there are eight methods of translating.

Word-for-word translation: Here the source language word is translated into another language by their most common meanings, which can also be out of context at times, especially in idioms and proverbs. Literal Translation: Here the source language grammatical constructions are translated to their nearest target language. However the lexical words are translated singly, out of context.

Faithful Translation: Here the translation interprets the exact contextual meaning of the original within the constraints of the grammatical structures of the target language. Semantic Translation: Semantic translation refers to that type of translation which takes into account the aesthetic value of the source language text. Adaptation: Adaptation refers to that type of translation which is used mainly for plays and poems. The text is rewritten considering the source language cultures which is converted to the target language culture where the characters, themes, plot are usually preserved. Free Translation: This method of translation produces the translated text without the style, form, or content of the original text. Idiomatic Translation: It translates the message of the original text but tends to distort the original meaning at times by preferring colloquialisms and idioms. Communicative Translation: This method displays the exact contextual meaning of the original text in a manner where both content and language are easily acceptable and comprehensible to the readers.

DEFINITION OF TERMS Force Concept Inventory (FCI) - is a multiple-choice test designed to monitor students understanding of force and related kinematics.

Mother Tongue- it is a language on learned first and is identified as a native speaker of by others. (Kangas 1984) Translation- consists of studying the lexicon, grammatical structure, communication situation, and cultural context of the source language text, analyzing it in order to determine its meaning, and then reconstructing this same meaning using the lexicon and grammatical structure which are appropriate in the receptor language and its cultural context. (Larson 1998) Accurate- reproducing as exactly as possible the meaning of the source text. (Larson 1991) Natural- using natural forms of receptor language in a way that is appropriate to the kind of text being translated. (Larson 1991) Communicative- expressing all aspects of the meaning in a way that it is readily understandable to the intended audience. (Larson 1991)

METHODOLOGY This part of the research presents the research design, the instrumentation, the method/s of translation, the procedure, and the possible statistical treatment that will be used had throughout the study.

RESEARCH DESIGN: The research design used by the researchers is the Descriptive design. This design is suitable for this study for it does not tend to influence or change anything in the FCI.

INSTRUMENTATION: Material/s The standardized version of the Force Concept Inventory (FCI) by Hestenes will be the version that will be translated.

PROCEDURE:

I . Choosing the Translation Method/s The researchers have checked the availability of Dr. Arsenia Emperado and Prof. Jomar Empaynado in the Filipino Department of Philippine Normal University. The researchers will seek the help of the experts mentioned above in choosing the suitable translation method. II. Translation method/s The researchers, with the assistance of the experts, will choose among the following translation methods: Word-for-word translation, Literal Translation, Faithful Translation, Semantic Translation, Adaptation, Free Translation, Idiomatic Translation, and Communicative Translation. The researchers will also base the analysis of the different methods on the Theory of Language by Sapir, Theory of Interactive (1956), Translation and Culture of Lefevere (1992), Theory and Beginning of Translation of Nida and Taber (1969), Newmark (1982), Larson (1984), Almario, et. al. (2003), and Santiago (2003). III. Translation Process With the use of the translation method, the researchers will convert the FCI into Filipino and then translate it again to English. To identify the effectiveness of the rendition, the researchers will adapt the questionnaire used by Pioquip (2008) in the research entitled Pagsasalin sa Filipino ng mga Piling Kwentong-bayang Rehiyonal na Naisalin na sa Wikang Ingles. The questionnaire has the following criteria: Accuracy of the translation, Clarity of the words or precision in meaning, Naturalness in the flow of translation or the artistic approach and

style, and audience impact. The aforementioned will be graded with 1-5, with 5 being the highest. Meanwhile, the interpretation of the answers of the respondents will be based on a scale below:

4.6-5.0 Excellent 3.6-4.5 Very Satisfactory 2.6- 3.5 Satisfactory 1.6- 2.5 Not Satisfactory 1.0- 1.5 Poor The FCI will be revised in accordance to the results of the questionnaire.