Exploración del constructo de actitudes hacia la ciencia
Enfoques y dimensionalidad en educación científica
DOI:
https://doi.org/10.24979/ambiente.vi.1697Palavras-chave:
Actitudes, Conceptos fundamentales, Validez, Educación científicaResumo
Este estudio examinó el constructo de actitudes hacia la ciencia mediante una revisión de 37 documentos publicados en la última década, abordando su enfoque, referencias teóricas y dimensionalidad en la educación en ciencias. A través de un análisis exhaustivo, se identificaron conceptos diferenciados para el constructo, tales como actitudes hacia la ciencia de manera general, hacia el curso de ciencia y hacia disciplinas científicas individuales. Los resultados revelaron una gran diversidad de referentes teóricos, destacando la falta de consenso sobre los marcos conceptuales y las dimensiones de las escalas utilizadas, lo que dificulta una comprensión unificada del fenómeno. En cuanto a la recolección de datos, la mayoría de los estudios emplearon escalas tipo Likert, reflejando un predominio del enfoque cuantitativo. No obstante, la investigación también expone limitaciones, como la falta de definiciones explicitas del constructo abordado, lo cual plantea desafíos para la validez de los hallazgos y su comparación. Este análisis subraya la necesidad de enfoques teóricos y metodológicos coherentes para facilitar el desarrollo de intervenciones educativas eficaces, promoviendo actitudes positivas hacia la ciencia y mejorando la alfabetización científica de los estudiantes.
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