Efectos de emociones, nivel académico y género sobre las creencias en pseudociencias de estudiantes de educación secundaria
Resumen
La educación secundaria desempeña un importante papel en la alfabetización científica y, en ella, las creencias en pseudociencias tienen una gran relevancia. Por esta razón, los objetivos de este estudio se centraron en la evaluación del nivel de adhesión a las creencias en pseudociencias de los estudiantes de secundaria y en el análisis de la influencia del género, nivel académico y emociones generadas en el aula de ciencias sobre dichas creencias. Participaron 125 estudiantes de tres cursos diferentes de educación secundaria (3º y 4º de ESO, y 1º de Bachillerato, esto es, 9º, 10º y 11º grado). A todos ellos se les administraron dos cuestionarios, uno para evaluar las creencias pseudocientíficas y el otro para determinar las emociones, positivas y negativas, que se experimentan en las clases de ciencias. A partir de los resultados obtenidos mediante un análisis de las correlaciones entre variables y un análisis de regresión, se puede concluir que: a) el nivel de creencias en pseudociencias de los estudiantes es medio-bajo y comparable al de otros países; b) solo las emociones negativas y el nivel académico de los estudiantes influyen de forma significativa en las creencias en pseudociencias, y ambas tienen una contribución similar a la variabilidad de estas creencias.Descargas
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