Representación de la labor científica en dos continentes. DAST comparativo entre niños/as chilenos/as y españoles/as
DOI:
https://doi.org/10.16921/chasqui.v0i144.3767Palabras clave:
comunicación científica, educación científica, estereotipos, percepción estudiantil..Resumen
El presente estudio compara la representación social de la labor científica de niños y niñas chilenos y catalanes sobre las personas que desarrollan trabajos científicos. La metodología es un análisis porcentual de los resultados de DAST – Draw a scientist test – que permite conocer desde el dibujo infantil la representación científica que existe de los y las profesionales de las ciencias. A modo de conclusión fue posible establecer que no existió una gran diferencia sobre la imagen estereotipada de los profesionales de la ciencia. Sin embargo tanto las niñas chilenas como españolas dibujaron más mujeres que los niños participantes, dejando abierta la mirada de género frente a esta técnica para estudios posteriores.Referencias
Aladro, E., Padilla, G., Requeijo, P., Semova, D., García, J., García M.T. & M. Viñarás (2014), La presencia y representación de la mujer científica en la prensa española, Revista Latina de Comunicación Social, 69, 176-194.
Andre, T., Whigham, M., Hendrickson, A. & Chambers, S. (1999). Competency beliefs, positive affect and gender stereotypes of elementary students and their parents about science versus other school subjects. Journal of Research in Science Teaching, 36, 719-747. DOI: 10.1002/(SICI)1098-2736(199908)36:6<719::AID-TEA8>3.0.CO;2-R
Barman, C. R. (1999). Students' views about scientists and school science: Engaging K-8 teachers in a national study. Journal of Science Teacher Education, 10, 43-54. DOI: 10.1023/A:1009424713416
Beardsley, D. C., & O’Dowd. D. D. (1961). The college-student image of the scientist. Science, 133, 997-1001. DOI: 10.1126/science.133.3457.997
BERA-British Educational Research Asociation (2011), Ethical Guidelines for Educational Research, Londres: BERA.
Buldu, M. (2006). Young children’s perceptions of scientists: A preliminary study. Educational Re-search, 48, (1), 121-132. DOI: 10.1080/00131880500498602
Calabrese Barton, A. (2001). Science education in urban settings: seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38, 899-917. DOI: 10.1002/tea.1038
Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw-a-Scientist Test. Science Education, 6, 255-265. doi: 10.1002/sce.3730670213
Chavous, T. (2002). African American college students in predominantly White institutions of higher education: Considerations of race and gender. Perspectives, 8, 142-150.
Chavous, T., Rivas-Drake, D., Smalls, C., Griffin, T. & Cogburn, C. (2008). Gender matters: The differential influences of school racial discrimination and racial identity on academic engagement among African American boys and girls. Developmental Psychology, 44, 637–654.
Chen, J., & Cowie, B. (2014). Scientists talking to students through videos. International Journal of Science and Mathematics Education, 12(2), 445 – 465. DOI:10.1007/s10763-013-9415-y
Chernobilsky, L.B. (2006), El uso de la computadora como auxiliar en el análisis de datos cualitativos, in Vasilachis de Gialdino, I. (coord.), Estrategias de investigación cualitativa (pp. 239-262), Barcelona: Gedisa.
Christidou, V. (2006). Greek students’ science-related interests and experiences: Gender differences and correlations. International Journal of Science Education, 28, 1181-1199. DOI: 10.1080/09500690500439389
Christidou, V., Hatzinikita, V. & Samaras, G. (2012). The image of scientific researchers and their activity in Greek adolescents’ drawings. Public Understanding of Science, 21, (5), 626-647. DOI: 10.1177/0963662510383101
Christidou, V. (2011). Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. International Journal of Environmental & Science Education, 6, (2), 141-159.
Erten, S., Kıray, S. A., & Şen-Gümüş, B. (2013). Influence of scientific stories on students ideas about science and scientists. International Journal of Education in Mathematics, Science and Technology, 1, (2), 122-137.
Farland-Smith D. (2017) The Evolution of the Analysis of the Draw-a-Scientist Test. In: Katz P. (eds) Drawing for Science Education (pp. 171-178), Rotterdam: SensePublishers.
Finson, K. D. (2001). Applicability of the DAST-C to the images of scientists drawn by students of different racial groups. Journal of Elementary Science Education, 15, 15-26. DOI: 10.1007/BF03174741
Finson, K.D. (2002). Drawing a scientist: What we do and do not know after fifty years of drawings. School Science and Mathematics, 102, 335-345. DOI: 10.1111/j.1949-8594.2002.tb18217.x
Finson, K. D., Beaver, J. B. & Cramond, B. L. (1995). Development and field test of a checklist for the Draw-a-Scientist-Test. School Science & Mathematics, 95, (4), 195-205. doi: 10.1111/j.1949-8594.1995.tb15762.x
Finson, K., Pedersen, J. & Thomas, J. (2006). Comparing science teaching to students’ perception of scientists. School Science and Mathematics, 106(1), 8-15.
Flick, L. (1990). Scientist in residence program improving children’s image of science and scientists. School Science and Mathematics, 90, 204-214. doi: 10.1111/j.1949-8594.1990.tb15536.x
Fort, D. C. & Varney, H. L. (1989). How students see scientists: Mostly male, mostly white, and mostly benevolent. Science and Children, 26, 8-13.
Fundación Chile- España. Memorias. Madrid (2015)
Fung, Y.Y.H. (2002). A comparative study of Primary and Secondary School Students’ Images of Scientists. Research in Science and Technological Education, 20, 199-213. DOI: 10.1080/0263514022000030453
Gonzalez Weil, C., Castillo Fierro, P., Lopez Leiva, V., y Bravo González, P. (2009). Científicos jóvenes y sonrientes: la imagen de científico de los estudiantes chilenos de 11 y 12 grado en diferentes contextos escolares. Enseñanza de Las Ciencias, (Extra), 2541–2545.
Hernández, R., Fernández, C., y Baptista, P. (2010). Metodología de la investigación. CDMX: McGraw-Hill.
Joyce, B. A. & Farenga, S. J. (1999). Informal science experience, attitudes, future interest in science, and gender of high-ability students: an exploratory study. School Science and Mathematics, 99, 431-437. DOI: 10.1111/j.1949-8594.1999.tb17505.x
Kitzinger, J., Haran, J., Chimba, M. and Boyce, T. (2008a) Role models in the media: an exploration of the views and experiences of women in science, engineering and technology. Cardiff University. Report of the UK Resource Centre for Women in Science, Engineering and Technology (UKRC).
Kitzinger, J., Chimba, M., Williams, A., Haran, J., and Boyce, T. (2008b) Gender, stereotypes and expertise in the press: how newspapers represent male and female scientists . Cardiff University. Report of the UK Resource Centre for Women in Science, Engineering and Technology (UKRC)
Mason, C. L., Kahle, J. B. & Gardner, A. L. (1991). Draw-A-Scientist Test: Future implications. School Science and Mathematics, 91, 193-198. DOI: 10.1111/j.1949-8594.1991.tb12078.x
Manzoli, F., Castelfranchi, Y., Gouthier, D. & Cannata, I. (2006). Children’s perceptions of
science and scientists: A case study based on drawings and story-telling. Paper presentado en la 9th International Conference on Public Communication of Science and Technology. Seúl.
Mattern, N. & Schau, C. (2002). Gender differences in science attitude-achievement relationships over time among white middle-school students. Journal of Research in Science Teaching, 39, (4), 324-340. DOI: 10.1002/tea.10024
Mead, M., & Metraux, R. (1957). The image of the scientist among high school students: A pilotstudy. Science, 126, 384-390. doi: 10.1126/science.126.3270.384
Medina, W., Middleton, K. & Orihuela, W. (2011). Using the DAST-C to explore colombian and bolivian students’ images of scientists. International Journal of Science and Mathematics Education. 9. 657-690.
Miller, D. I., Eagly, A. H., & Linn, M. C. (2015). Women's representation in science predicts national gender-science stereotypes: Evidence from 66 nations. Journal of Educational Psychology, 107(3), 631–644.
Morgan, C., Isaac, J. D. & Sansone, C. (2001). The role of interest in understanding the career choices of female and male college students. Sex Roles, 44, 295-320. DOI: 10.1023/A:1010929600004
Narayan, R., Park, S., Peker, D., & Suh, J. (2013). Students’ images of scientists and doing science: An international comparison study. Eurasia Journal of Mathematics, Science & Technology Education, 9, (2), 115-129. DOI: 10.12973/eurasia.2013.923a
Neathery, M. F. (1997). Elementary and Secondary Students' Perceptions Toward Science: Correlations with Gender, Ethnicity, Ability, Grade, and Science Achievement. Electronic Journal of Science Education, 2, 1. Recuperado de http://ejse.southwestern.edu/article/view/7573/5340 (30/04/2016)
Newton, P. D. & Newton, L. D. (1992). Young children's perceptions of science and the scientist. International Journal of Science Education, 14, (3), 331-348. DOI: 10.1080/0950069920140309
Reinisch, B., Krell, M., Hergert, S., Gogolin, S. & Krüger, D. (2017), Methodical challenges concerning the Draw-A-Scientist Test: a critical view about the assessment and evaluation of learners’ conceptions of scientists, International Journal of Science Education, 39(14), 1952-1975.
Rodari, P. (2007). Science and scientists in the drawings of European children. Journal of Science Communication, 6, (3), 1-12.
Rubbia, G., D'Addezio, G., Marsili, A. y A. Carosi (2015). Science and scientists from a child's point of view: an overview from drawings. Geological Society, London, Special Publications, 419, 161-170,
Rubin, E., Bar, V., Cohen, A. (2010). The images of scientists and science among Hebrew- and Arabic-speaking pre-service teachers in Israel. International Journal of Science Education, 25, (7), 821-846.
Ruiz-Mallén, I. & Escalas, M. T. (2012). Scientists Seen by Children: A Case Study in Catalonia, Spain. Science Communication, 34, (4), 520-545. doi: 10.1177/1075547011429199
Schibeci, R. A. & Riley, J. P. (1986). Influence of students’ background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23, (3), 177-187. DOI: 10.1002/tea.3660230302
Schibeci, R. A. & Sorenson, I. (1983). Elementary school children's perceptions of scientists. School Science and Mathematics, 83, (1), 14-19. DOI: 10.1111/j.1949-8594.1983.tb10087.x
She, H. C. (1998). Gender and grade level differences in Taiwan students’ stereotypes of science and scientists. Research in Science and Technological Education, 16, (2), 125-135. DOI: 10.1080/0263514980160203
Steinke, J.; M. Long; M. J. Johnson & S. Ghosh (2008). Gender Stereotypes of Scien- tist Characters in Television Programs Popular Among Middle School-Aged Children, presentado en la Annual Meeting of the Association for Education in Journalism and Mass Communication, Chicago.
Song, J., & Kim, K.S. (1999). How Korean students see scientists: the images of the scientist. International Journal of Science Education, 21, (9), 957-977. DOI: 10.1080/095006999290255
Sumrall, W. J. (1995). Reasons for the perceived images of scientists by race and gender of students in grades 1-7. School Science and Mathematics, 9, (2), 83-90. DOI: 10.1111/j.1949-8594.1995.tb15733.x
Toğrol, A. Y. (2013). Turkish students’ images of scientist. Journal of Baltic Science Education, 12 (3), 289-298.
Oaklander V. (2008). El tesoro escondido. La vida interior de niños y adolescentes. Santiago- Chile: Editorial Cuatro Vientos.
[Autoras] , T. (2015). La comunicación científica para el desarrollo cultural y económico: el caso de las potencialidades astronómicas de la Región de Antofagasta en Chile. Cuadernos.info, (37), 213-224. doi: 10.7764/cdi.37.691
[Autoras]
[Autoras]
Weinburgh, M. H. (2003). The effects of systemic reform on urban, African American fifth grade students’ attitudes toward science. Journal of Women and Minorities in Science and Engineering, 9, (1), 53-72. DOI: 10.1615/JWomenMinorScienEng.v9.i1.40
Weinburgh, M. H. & Steele, D. (2000). The modified attitudes toward science inventory: Developing an instrument to be used with fifth grade urban students. Journal of Women and Minorities in Science and Engineering, 6, (1), 87-98.
Weingart P, Pansegrau P (2003). Perception and Representation of Science in Literature and Fiction-Film: Introduction. Public Understanding of Science 12(3): 227-228.
Woods-Townsend, K., Christodoulou, A., Rietdijk, W., Byrne, J., Griffiths, J. & Grace, M. (2015). Meet the Scientist: The Value of Short Interactions Between Scientists and Students. International Journal of Science Education, 6, (1), 89-113. DOI: 10.1080/21548455.2015.1016134
Zhai, J., Jocz, J. A., Tan & Aik-Ling. (2014). Am I Like a Scientist?: Primary children's images of doing science in school. International Journal of Science Education, 36, (4), 553-576. DOI:10.1080/09500693.2013.791958
Andre, T., Whigham, M., Hendrickson, A. & Chambers, S. (1999). Competency beliefs, positive affect and gender stereotypes of elementary students and their parents about science versus other school subjects. Journal of Research in Science Teaching, 36, 719-747. DOI: 10.1002/(SICI)1098-2736(199908)36:6<719::AID-TEA8>3.0.CO;2-R
Barman, C. R. (1999). Students' views about scientists and school science: Engaging K-8 teachers in a national study. Journal of Science Teacher Education, 10, 43-54. DOI: 10.1023/A:1009424713416
Beardsley, D. C., & O’Dowd. D. D. (1961). The college-student image of the scientist. Science, 133, 997-1001. DOI: 10.1126/science.133.3457.997
BERA-British Educational Research Asociation (2011), Ethical Guidelines for Educational Research, Londres: BERA.
Buldu, M. (2006). Young children’s perceptions of scientists: A preliminary study. Educational Re-search, 48, (1), 121-132. DOI: 10.1080/00131880500498602
Calabrese Barton, A. (2001). Science education in urban settings: seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38, 899-917. DOI: 10.1002/tea.1038
Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw-a-Scientist Test. Science Education, 6, 255-265. doi: 10.1002/sce.3730670213
Chavous, T. (2002). African American college students in predominantly White institutions of higher education: Considerations of race and gender. Perspectives, 8, 142-150.
Chavous, T., Rivas-Drake, D., Smalls, C., Griffin, T. & Cogburn, C. (2008). Gender matters: The differential influences of school racial discrimination and racial identity on academic engagement among African American boys and girls. Developmental Psychology, 44, 637–654.
Chen, J., & Cowie, B. (2014). Scientists talking to students through videos. International Journal of Science and Mathematics Education, 12(2), 445 – 465. DOI:10.1007/s10763-013-9415-y
Chernobilsky, L.B. (2006), El uso de la computadora como auxiliar en el análisis de datos cualitativos, in Vasilachis de Gialdino, I. (coord.), Estrategias de investigación cualitativa (pp. 239-262), Barcelona: Gedisa.
Christidou, V. (2006). Greek students’ science-related interests and experiences: Gender differences and correlations. International Journal of Science Education, 28, 1181-1199. DOI: 10.1080/09500690500439389
Christidou, V., Hatzinikita, V. & Samaras, G. (2012). The image of scientific researchers and their activity in Greek adolescents’ drawings. Public Understanding of Science, 21, (5), 626-647. DOI: 10.1177/0963662510383101
Christidou, V. (2011). Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. International Journal of Environmental & Science Education, 6, (2), 141-159.
Erten, S., Kıray, S. A., & Şen-Gümüş, B. (2013). Influence of scientific stories on students ideas about science and scientists. International Journal of Education in Mathematics, Science and Technology, 1, (2), 122-137.
Farland-Smith D. (2017) The Evolution of the Analysis of the Draw-a-Scientist Test. In: Katz P. (eds) Drawing for Science Education (pp. 171-178), Rotterdam: SensePublishers.
Finson, K. D. (2001). Applicability of the DAST-C to the images of scientists drawn by students of different racial groups. Journal of Elementary Science Education, 15, 15-26. DOI: 10.1007/BF03174741
Finson, K.D. (2002). Drawing a scientist: What we do and do not know after fifty years of drawings. School Science and Mathematics, 102, 335-345. DOI: 10.1111/j.1949-8594.2002.tb18217.x
Finson, K. D., Beaver, J. B. & Cramond, B. L. (1995). Development and field test of a checklist for the Draw-a-Scientist-Test. School Science & Mathematics, 95, (4), 195-205. doi: 10.1111/j.1949-8594.1995.tb15762.x
Finson, K., Pedersen, J. & Thomas, J. (2006). Comparing science teaching to students’ perception of scientists. School Science and Mathematics, 106(1), 8-15.
Flick, L. (1990). Scientist in residence program improving children’s image of science and scientists. School Science and Mathematics, 90, 204-214. doi: 10.1111/j.1949-8594.1990.tb15536.x
Fort, D. C. & Varney, H. L. (1989). How students see scientists: Mostly male, mostly white, and mostly benevolent. Science and Children, 26, 8-13.
Fundación Chile- España. Memorias. Madrid (2015)
Fung, Y.Y.H. (2002). A comparative study of Primary and Secondary School Students’ Images of Scientists. Research in Science and Technological Education, 20, 199-213. DOI: 10.1080/0263514022000030453
Gonzalez Weil, C., Castillo Fierro, P., Lopez Leiva, V., y Bravo González, P. (2009). Científicos jóvenes y sonrientes: la imagen de científico de los estudiantes chilenos de 11 y 12 grado en diferentes contextos escolares. Enseñanza de Las Ciencias, (Extra), 2541–2545.
Hernández, R., Fernández, C., y Baptista, P. (2010). Metodología de la investigación. CDMX: McGraw-Hill.
Joyce, B. A. & Farenga, S. J. (1999). Informal science experience, attitudes, future interest in science, and gender of high-ability students: an exploratory study. School Science and Mathematics, 99, 431-437. DOI: 10.1111/j.1949-8594.1999.tb17505.x
Kitzinger, J., Haran, J., Chimba, M. and Boyce, T. (2008a) Role models in the media: an exploration of the views and experiences of women in science, engineering and technology. Cardiff University. Report of the UK Resource Centre for Women in Science, Engineering and Technology (UKRC).
Kitzinger, J., Chimba, M., Williams, A., Haran, J., and Boyce, T. (2008b) Gender, stereotypes and expertise in the press: how newspapers represent male and female scientists . Cardiff University. Report of the UK Resource Centre for Women in Science, Engineering and Technology (UKRC)
Mason, C. L., Kahle, J. B. & Gardner, A. L. (1991). Draw-A-Scientist Test: Future implications. School Science and Mathematics, 91, 193-198. DOI: 10.1111/j.1949-8594.1991.tb12078.x
Manzoli, F., Castelfranchi, Y., Gouthier, D. & Cannata, I. (2006). Children’s perceptions of
science and scientists: A case study based on drawings and story-telling. Paper presentado en la 9th International Conference on Public Communication of Science and Technology. Seúl.
Mattern, N. & Schau, C. (2002). Gender differences in science attitude-achievement relationships over time among white middle-school students. Journal of Research in Science Teaching, 39, (4), 324-340. DOI: 10.1002/tea.10024
Mead, M., & Metraux, R. (1957). The image of the scientist among high school students: A pilotstudy. Science, 126, 384-390. doi: 10.1126/science.126.3270.384
Medina, W., Middleton, K. & Orihuela, W. (2011). Using the DAST-C to explore colombian and bolivian students’ images of scientists. International Journal of Science and Mathematics Education. 9. 657-690.
Miller, D. I., Eagly, A. H., & Linn, M. C. (2015). Women's representation in science predicts national gender-science stereotypes: Evidence from 66 nations. Journal of Educational Psychology, 107(3), 631–644.
Morgan, C., Isaac, J. D. & Sansone, C. (2001). The role of interest in understanding the career choices of female and male college students. Sex Roles, 44, 295-320. DOI: 10.1023/A:1010929600004
Narayan, R., Park, S., Peker, D., & Suh, J. (2013). Students’ images of scientists and doing science: An international comparison study. Eurasia Journal of Mathematics, Science & Technology Education, 9, (2), 115-129. DOI: 10.12973/eurasia.2013.923a
Neathery, M. F. (1997). Elementary and Secondary Students' Perceptions Toward Science: Correlations with Gender, Ethnicity, Ability, Grade, and Science Achievement. Electronic Journal of Science Education, 2, 1. Recuperado de http://ejse.southwestern.edu/article/view/7573/5340 (30/04/2016)
Newton, P. D. & Newton, L. D. (1992). Young children's perceptions of science and the scientist. International Journal of Science Education, 14, (3), 331-348. DOI: 10.1080/0950069920140309
Reinisch, B., Krell, M., Hergert, S., Gogolin, S. & Krüger, D. (2017), Methodical challenges concerning the Draw-A-Scientist Test: a critical view about the assessment and evaluation of learners’ conceptions of scientists, International Journal of Science Education, 39(14), 1952-1975.
Rodari, P. (2007). Science and scientists in the drawings of European children. Journal of Science Communication, 6, (3), 1-12.
Rubbia, G., D'Addezio, G., Marsili, A. y A. Carosi (2015). Science and scientists from a child's point of view: an overview from drawings. Geological Society, London, Special Publications, 419, 161-170,
Rubin, E., Bar, V., Cohen, A. (2010). The images of scientists and science among Hebrew- and Arabic-speaking pre-service teachers in Israel. International Journal of Science Education, 25, (7), 821-846.
Ruiz-Mallén, I. & Escalas, M. T. (2012). Scientists Seen by Children: A Case Study in Catalonia, Spain. Science Communication, 34, (4), 520-545. doi: 10.1177/1075547011429199
Schibeci, R. A. & Riley, J. P. (1986). Influence of students’ background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23, (3), 177-187. DOI: 10.1002/tea.3660230302
Schibeci, R. A. & Sorenson, I. (1983). Elementary school children's perceptions of scientists. School Science and Mathematics, 83, (1), 14-19. DOI: 10.1111/j.1949-8594.1983.tb10087.x
She, H. C. (1998). Gender and grade level differences in Taiwan students’ stereotypes of science and scientists. Research in Science and Technological Education, 16, (2), 125-135. DOI: 10.1080/0263514980160203
Steinke, J.; M. Long; M. J. Johnson & S. Ghosh (2008). Gender Stereotypes of Scien- tist Characters in Television Programs Popular Among Middle School-Aged Children, presentado en la Annual Meeting of the Association for Education in Journalism and Mass Communication, Chicago.
Song, J., & Kim, K.S. (1999). How Korean students see scientists: the images of the scientist. International Journal of Science Education, 21, (9), 957-977. DOI: 10.1080/095006999290255
Sumrall, W. J. (1995). Reasons for the perceived images of scientists by race and gender of students in grades 1-7. School Science and Mathematics, 9, (2), 83-90. DOI: 10.1111/j.1949-8594.1995.tb15733.x
Toğrol, A. Y. (2013). Turkish students’ images of scientist. Journal of Baltic Science Education, 12 (3), 289-298.
Oaklander V. (2008). El tesoro escondido. La vida interior de niños y adolescentes. Santiago- Chile: Editorial Cuatro Vientos.
[Autoras] , T. (2015). La comunicación científica para el desarrollo cultural y económico: el caso de las potencialidades astronómicas de la Región de Antofagasta en Chile. Cuadernos.info, (37), 213-224. doi: 10.7764/cdi.37.691
[Autoras]
[Autoras]
Weinburgh, M. H. (2003). The effects of systemic reform on urban, African American fifth grade students’ attitudes toward science. Journal of Women and Minorities in Science and Engineering, 9, (1), 53-72. DOI: 10.1615/JWomenMinorScienEng.v9.i1.40
Weinburgh, M. H. & Steele, D. (2000). The modified attitudes toward science inventory: Developing an instrument to be used with fifth grade urban students. Journal of Women and Minorities in Science and Engineering, 6, (1), 87-98.
Weingart P, Pansegrau P (2003). Perception and Representation of Science in Literature and Fiction-Film: Introduction. Public Understanding of Science 12(3): 227-228.
Woods-Townsend, K., Christodoulou, A., Rietdijk, W., Byrne, J., Griffiths, J. & Grace, M. (2015). Meet the Scientist: The Value of Short Interactions Between Scientists and Students. International Journal of Science Education, 6, (1), 89-113. DOI: 10.1080/21548455.2015.1016134
Zhai, J., Jocz, J. A., Tan & Aik-Ling. (2014). Am I Like a Scientist?: Primary children's images of doing science in school. International Journal of Science Education, 36, (4), 553-576. DOI:10.1080/09500693.2013.791958
Publicado
13-11-2020
Número
Sección
Diálogo de saberes
Licencia
- Los autores/as conservarán plenos derechos de autor sobre su obra y garantizarán a la revista el derecho de primera publicación, el cuál estará simultáneamente sujeto a la Licencia Reconocimiento-SinObraDerivada de Creative Commons (CC BY-ND), que permite a terceros la redistribución, comercial y no comercial, siempre y cuando la obra no se modifique y se transmita en su totalidad, reconociendo su autoría.
- Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet.
