A diagnostic multiple-choice questionnaire on student misconceptions about relativity in classical mechanics

Abstract A central objective of research in physics education is the identification and analysis of conceptual difficulties encountered by students in learning. This study explores the understanding of fundamental concepts of classical relativity, namely Reference Frames, the Principle of Relativity, and the Principle of Equivalence, by university students. To this end, a multiple-choice questionnaire consisting of 21 questions was designed and administered to a sample of approximately 260 physics undergraduate students. The study used various statistical techniques—including classical test analysis and the Rasch model—to evaluate the reliability of the instrument and its effectiveness in detecting possible alternative conceptions. The results highlight recurring difficulties in processing various concepts, offering useful insights for improving teaching strategies in classical mechanics instruction.