Factores actitudinales determinantes de la vocación científica y tecnológica en secundariaAttitudinal factors determining scientific and technological vocation in secondary schools

Cultura y Educación (Impact Factor: 0.27). 09/2009; 21(3):319-330. DOI: 10.1174/113564009789052280


Este estudio analiza empíricamente los factores actitudinales que influyen en la vocación científica y tecnológica de chicos y chicas que acaban la educación secundaria obligatoria según sexo y el tipo de educación (coeducación o diferenciada). Los factores empleados en el análisis se extraen de un amplio conjunto de variables actitudinales sobre imagen de la ciencia, preservación del medio ambiente, actitudes hacia la ciencia escolar, experiencias extraescolares y expectativas sobre el trabajo futuro mediante un análisis de componentes principales. los factores más significativos por su capacidad predictiva respecto a la vocación se identifican mediante un modelo de regresión lineal. En conjunto, los factores actitudinales predicen una gran proporción de la varianza de la vocación, siendo el más importante el factor de actitud hacia la ciencia escolar; los patrones predictivos de la vocación de chicos, chicas y chicas solas presentan diferencias importantes, aunque también comparten algunos factores comunes. Se discuten las implicaciones de la importancia general de los factores actitudinales y la diversidad observada según el sexo y el tipo de educación para mejorar la educación científica y tecnológica desde la perspectiva de la promoción de vocaciones científicas.Attitudinal factors influencing the scientific and technological vocation of boys and girls who finish compulsory secondary education are empirically analysed across sex and type of education (coeducation, same-sex). The factors employed in the analyses were extracted by means of a principal component analysis from a wide array of attitudinal variables dealing with the image of science, environmental conservation, attitudes towards school science, out-of-school experiences and expectations of a future work. The factors' influence on vocation is contrasted by means of a lineal regression model, which identifies the significant predictors. On the whole, attitudinal factors accounted for a great proportion of the vocation variance, the most important of which is attitude towards school science. Important differences were found in the prediction patterns of boys, girls and girls only, though some common factors also exist. We discuss the implications of the overall significance of the observed attitudinal factors and diversity across sex and education type to improve scientific and technological education for promoting scientific vocations.

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Available from: María Antonia Manassero Mas, Oct 05, 2015
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